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ENRICHING STUDENTS’ VOCABULARY IN
PROCEDURE TEXT THROUGH SPIDERGRAM

(A Classroom Action Research at Seventh Grade of MTs Manba’ul
Ilmin Nafi’ Gunung Mulyo Sarang Rembang in the Academic Year of
2015/2016)
THESIS
Submitted in Partial Fulfillment of the Requirement for Gaining the

Degree of Bachelor of English Language Education
By:
JANNATUN NAIMAH
Student Number: 123411056
EDUCATION AND TEACHER TRAINING FACULTY

WALISONGO STATE ISLAMIC UNIVERSITY SEMARANG
2017
i
ii
iii
iv
ABSTRACT
Title : Enriching Students’ Vocabulary in Procedure Text through

Spidergram(A Classroom Action Research at Seventh
Grade of MTs Manba’ul Ilmin Nafi’Sarang Rembang in
the Academic Year of 2015/2016)
Writer : Jannatun Naimah
Student Number : 123411056
Keyword : Spidergram, Vocabulary, Procedure text
The study was aimed at responding the following questions: how is the students’
participation in the teaching learning through Spidergram?, and can Spidergram
improve students’ vocabulary in Procedure Text?. The objective of the study was
to describe the students participation in teaching learning and to identify the
improvement of the students’ vocabulary in teaching learning using Spidergram.
The study was conducted at MTs Manba’ul Ilmin Nafi’ Sarang Rembang in the
academic year 2015/2016. The subject of the study was the students of seventh
grade B. The number of the students were seventeen. The research design that was
used was classroom action research. The researcher conducted preliminary study,
cycle I, and cycle II. The techniques which were used to collect the data are
documentation, observation, and test. The researcher gave test in every cycle and
assessed the test in every cycle. The result of study showed that the students’
vocabulary in Procedure Text increased. In the preliminary study, the average of
students’ score is 57,35. In the cycle I, the average of students’ score is 85,88. Then
in cycle II, the average students’ score is 88,82. From the result of observation
checklist, it showed there was positive change on students in learning English.
During implementing Spidergram in learning vocabulary in procedure text, the
students gave attention and participation well. The students became more active in
teaching learning activity. Therefore, it can be concluded that teaching vocabulary
through Spidergram can enrich student’ vocabulary in procedure text.
v
MOTTO
And whoever strives only strives for the (benefit of ) him self.
{Al-‘Ankabut: 6}1
“Strength does not come from physical capacity. It comes from an indomitable
will”.
“Kekuatan tidak datang dari kapasitas fisik, tetapi berasal dari kemauan keras”.
(quotes: Mahatma Gandhi)2
“There is nothing lost or wasted in your strives”
1
Kementrian Agama RI , Al-Quran, (Jakarta: CV. Aneka Ilmu, 2013), p. 359.
2
Imam Ratrisno, Kumpulan Petuah Tokoh-tokoh Besar Dunia, Inggris-Indonesia,
(Jakarta: Eska Media, 1995), p. 35.
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DEDICATION
This thesis is dedicated to:
❖ My beloved father and mother (Bapak Turmundi and Ibu Narti’ah), who
always give me advice and pray to get success in study
❖ Honorable, My parent-in-law (Bapak Supingi and Ibu Kuzaemi), who
always care and support me in study
❖ My beloved husband, Nurkamdi, who always loves and supports me to
finish my thesis
❖ My cute son, Muhammad Syarief Al Ghifari, who always gives me spirit
everyday
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ACKNOWLEDGEMENT
Bismillahirrohmanirrohim
Alhamdulillah, the researcher would like to thank to Allah SWT for

blessing, health, chance, and inspiration given to the writer during the writing this
thesis. Shalawat and salam is addressed to the prophet Muhammad SAW who
brings us from the darkness to the brightness.
The researcher realizes that she could not complete this thesis without
support, cooperation, help, and encouragement from many people. Researcher
gives her sincerest gratitude and appreciation to all people until this thesis can be
completely finished. Therefore, researcher would like to extent her appreciation to
all of them, especially to:
1. The Dean of Education and Teacher Training Faculty, Dr. H. Raharjo,

M.Ed. St.
2. The Head of English Language Education Department, Dr. H. Ikhrom,
M.Ag
3. The Advisor, Sayyidatul Fadlilah, M.Pd for her patience in providing
continuous and careful available guidance, advicing as well as possible,
giving correction and suggestion. so that I was finally able to finish this
study.
4. Principal of MTs Manba’ul llmin Nafi’ Sarang Rembang, Abdul Jalil,
S.Pd.I, and the English Teacher of seventh Grade, Sampurno Dwi Atmojo,
S.Pd and all students of Seventh Grade B who have helped the researcher
in doing study
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5. The guardian lecturer during I study in UIN Walisongo Semarang, Lulut
Widyaningrum, M.Pd
6. All of my lecturers of English Education Department of Walisongo State
Islamic University Semarang, who have given insight and experience
during my study.
7. All of my friends at UIN Walisongo Semarang and also my friends with
the same major in English Language Education Department PBI A, PBI B,
and PBI C especially my class PBI B, success for you all.
Finally, the researcher realizes that this thesis is still far from being perfect,
therefore, the researcher will happily accepts constructive criticism in order to
make it better. The researcher hopes that this thesis would be beneficial for
everyone. Amin.
Semarang, May 19th , 2017
Researcher
Jannatun Naimah
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TABLE OF CONTENT
PAGE OF TITLE…………………………………………… i
THESIS STATEMENT ……………………………………. ii
RATIFICATION…………………………………………… iii
ADVISOR NOTE…………………………………………... iv
ABSTRACT………………………………………………… v
MOTTO……………………………………………………... vi
DEDICATION……………………………………………… vii
ACKNOWLEDGEMENT…………………………………. viii
TABLE OF CONTENT……………………………………. x
LIST OF APPENDICES………………………………….... xiii
CHAPTER I: INTRODUCTION
A. Background of the Study……………… 1
B. Research Questions…………………… 5
C. Objectives of the Research…………… 6
D. Pedagogical Significance…………….. 6
x
CHAPTER II: REVIEW OF THE RELATED LITERATURE
A. Previous Research…………………………. 8
B. Literature Review…………………………. 13
1. Vocabulary............................................ 13
a. Definition of Vocabulary............... 13
b. Kind of Vocabulary........................ 14
c. Vocabulary learning....................... 16
2. Definition of Spidergram...................... 17
3. Procedure Text...................................... 25
4. Material and Procedure......................... 26
C. Research Hypothesis……………………… 29
CHAPTER III: RESEARCH METHOD
A. Research Design…………………………... 30
B. Place and Time of Research………… …… 33
C. The Subject and Collaborator of the Study.. 34
D. Procedure of the Research………………… 34
E. Technique of Collecting data…………….. 38
F. Technique of Analyzing………………….. 41
xi
G. Indicator of Achivement............................... 44
CHAPTER IV: RESEARCH FINDING AND DISCUSSION
A. Description of the Data………………….... 45
B. The Analysis of the Result……………….. 56
C. The Analysis of Whole Cycle………......... 65
CHAPTER V: CONCLUSION AND SUGGESTION
A. Conclusion……………………….…...... .. 75
B. Suggestion………………………….......... 76
C. Closing……………………………........... 77
REFERENCES
APPENDICES
CURRICULUM VITAE
xii
LIST OF APPENDICES
1. Students’ Name of VII B
2. Research Schedule
3. Students’ Score of VII B
4. Syllabus
5. Lesson Plan of Pre-cycle
6. Worksheet of Pre-test
7. Documentation of Pre-cycle
8. Observation Checklist of Pre-cycle
9. Lesson Plan of Cycle I
10. Students’ Task of Cycle I
11. Worksheet of Cycle I
12. Documentation of Cycle I
13. Reflection Journal of Cycle I
14. Observation Checklist of Cycle I
15. Lesson Plan of Cycle II
16. Students’ Task of Cycle II
17. Worksheet of Cycle II
18. Documentation of Cycle II
19. Observation Checklist of Cycle II
20. Reflection Journal of Cycle II
xiii
CHAPTER 1
INTRODUCTION
A. Background of the Research

Language is very important for our life. We use language to
communicate each other. We can deliver our massages by language both
written and spoken. We can also express our idea by language. But, we
have to realize that every social group use different language based on their
area. For example, English people speak English as their native language,
and an Indonesian speaks Bahasa Indonesia. Allah says in the holy Qur’an
surah ar-Rooom 22:3
ِ ِ ِ ِ ٰ َ ِ‫ض وٱختِٰلف أَلْ ِسنَتِ ُكم وأَلْ ٰونِ ُكم إِ َّن ِِف ٰذل‬ ِ َّ ‫ومن ءايٰتِ ِه خ ْلق‬
ِ
٢٢ ‫ْي‬
َ ْ ‫ك َْليٰت لل ٰعلم‬ ْ َْ ُ ْ َ ِ ‫ٱلس ٰم ٰوت َو ْٱْل َْر‬ ُ َ َ ْ
And His Signs are the creation of heavens and earth and the diversity of
your toungues and colours. Surely there are signs in this for those of
knowledge. (Q.S. Ar-Room/30: 22) 4
In this globalization era, English as an international language is
very important to learn. In spite of the difficulties in studying English, it is
useful to study the language. It plays an important role in our life. There
are many benefit which will be achieved if we can use English well. It will
give good opportunities in our life, such as education, economy, politics,
technology, job opportunity or social network.
Owing the some reasons on functional and communicative
approaches to language learning, many important areas of the language
that have been neglected. One such area is vocabulary. Vocabulary as a
part of language is important to consider. Many vocabularies help us to
3
Kementrian Agama RI , Al-Quran, p. 367.
4
Mahmud Y. Zayid, The Quran: An English Translation of the Meaning of the
Quran, (Beirut: Dar Al-Choura, 1980), p. 297.
1
understand language. We can describe anything, express an idea, read a
text or write a text easily, and etc. With limited vocabulary anyone will
also has a limited understanding in terms of speaking, reading, listening
and writing.
How important vocabulary to well-known also written in the Holy
Qur’an. Allah said Prophet Adam was learning the name of things in the
verse of Al-Baqarah 31:5
ِِ ِ ِ ِ َ ‫َْسآء ُكلَّها ُُثَّ عرضهم علَى ٱلْم ٰلئِ َك ِة فَ َق‬
َ ْ ‫ال أَنْبئ ِوِن ِِب َْْسَآء ٰه ُؤآلَء إِ ْن ُكْن تُ ْم ٰصدق‬
‫ْي‬ َ ْ ُ َ ََ َ َ َْ ‫َو َعلَّ َم ءَ َاد َم ْٱْل‬
٣١
And He taught Adam all the names all things and then set them before the
angels, saying, “Tell Me the names of these if what you say be true.” (Q.S.
Al Baqarah/2: 31) 6
Vocabulary has moved to centre stage in foreign language teaching
in recent years, is backed by substantial and increasing research (e.g.
Carter and Mc Charty 1988; Coady and Huckin 1997; Schmitt and Meara
1997; Singleton 1999; Read 2000). Vocabulary development is about
learning words, but it is about much more than that. Vocabulary
development is also about learning more about those words, and about
learning formulaic phrases or chunks, finding words inside them, and
learning even more about those words.7
The acquisition of a large number vocabulary is essential for
successful foreign and second language learner. It will be better if
vocabulary is learned since early. It can start from kindergarten,
elementary school, junior high school, and other next level. They can be
5
Kementrian Agama RI, Al-Quran, p. 7.
6
Mahmud Y. Zayid, The Quran: An English Translation of the Meaning of the
Quran, p. 4.
7
Lynn Cameron, Teaching Languages to Young Learners, (Cambridge:
Cambridge University Press, 2001), p. 72-73.
2
recognized some vocabularies from the smallest thing in their environment.
They can also use some vocabularies in their daily activity. So, they can
memorize well and it will be a good habit for them. They will be easier to
learn English without loading on their mind.
For the junior high school students, English skill is very useful for
their basic to learn English at senior high school. Lynne Cameron stated
“Building up a useful vocabulary is central to learning of a foreign
language at primary level”.8
There are many factors that make the student’s vocabulary low.
They come from internal factors and external factors. The internal factors
mean factors which are from inside of the students themselves such as
motivation, interest, intelligence, etc. The external factors mean factors
which are from outside of students that effect their learning process such as
economic background, learning materials, and teacher’s performance
including their teaching methods.
In learning process students often have some difficulties or barrier
which must be solved. This difficulties can influence their motivation in
learning process. It also influence their achievement in learning. Students
need suitable teaching technique to make them easier in learning
vocabulary. Students will be easier to memorize new vocabularies through
a suitable learning technique and resources. The technique and media must
be memorable, fun, and interesting. So, the students can enjoy and comfort
in learning process. This condition will support learning outcome to get
the best result.
The characteristic of students of Madrasah Tsanawiyah Manba’ul
‘Ilmin Navi’ are different. Some of students are interested in studying
8
Lynn Cameron, Teaching Languages to Young Learners, p.72.
3
English and other are still difficult to understand English because of
limited vocabulary they have. Limited vocabulary cause some students
have low motivation to learn. They need a new method or media to build
their motivation.
The researcher will teach vocabulary using using spider gram.
Spidergram is also called spider map. This is one of Graphic Organizer that
is used to investigate and enumarate various aspects theme or topic,
helping the students to organize their thought. It looks a bit like a spider’s
web, bence its name.9 Researcher hopes the students are more easier to
enrich vocabularies by using Spidergram. The activities will be designed
uses cooperative learning. Students will work in group and take them to be
active in their learning. They will work together with their partner, and the
teacher as facilitator which give clear instruction.
B. Research Questions
The Researcher has two research questions based on the problems above.
The research questions are as follows:
1. How is the students’ participation in the teaching learning through
Spidergram to enrich students’ vocabulary?
2. How is the improvement of students’ vocabulary using Spidergram?
C. Objectives of the Research
9
Titik Purwoningsih, K2206010, “Improving Students’ Vocabulary Mastery
through Graphic Organizers (An Action Research at Fifth Grade of SD Negeri Kentingan
No.79 Surakarta in the Academic Year 2010/2011), Thesis, (Surakarta: Teacher Training
and Education Faculty of Sebelas Maret University, 2011), p. 24.
http://eprints.uns.ac.id/2345/1/208291111201108431.pdf. Acessed on June 25, 2017 at
20.00. PM.
4
Considering the problem above, the objectives of this research are as
follows:
1. To describe the students’ participation in the teaching learning through
Spidergram to enrich students’ vocabulary.
2. To identify the improvement of students’ vocabulary.
D. Pedagogical Significance
The result of the study is expected to be able to give the following
benefits for:
1. Researcher
The researcher will get experience and knowledge directly in
teaching vocabulary through Spidergram.
2. Student
The use of spider gram will make students learn more easily.
It also helps students to develop and improve their vocabulary .
3. Teacher
It is as motivation in choosing appropriate and various learning
strategy and the researcher hopes the teacher can use Spidergram as
alternative medium in teaching vocabulary on procedure text.
4. Reader
The reader will get more information from this research.
5
CHAPTER II
REVIEW OF RELATED LITERATURE AND HYPOTHESIS
In this chapter, the researcher discussed some theories related to the

research. They are previous research, literature review, and hypothesis.
E. PREVIOUS RESEARCH
The researcher describes some researches which are relevant to
this thesis :
1. Rini Setyawati (113411130)
The thesis is written by Setyawati. Her thesis is “Improving
Students’ Vocabulary Power through Song.” The subject of this
research was the students of seventh A 1 grade. The number of the
subject was 23. The design research that is used was classroom action
research. The researcher conducted pre-cycle, and two cycles on
classroom action research.
The technique which were used to collect the data are
observations and test. The teaching learning process in cycle 1 and
cycle 2 were the classroom action research. The researcher introduced
the words that are represented by songs and tests. First, researcher
explained about vocabulary, then the researcher gave a song. After that
she asked the students to identify the vocabulary of song and write on
the whiteboard.
In this research, the researcher analyzed the result from
observations and achievement test from each cycle. In pre-test, there
are about 39,13% students gave attention maximally to the teacher, the
6
average of the students’ achievement was 5,57. In first cycle, there are
about 82,61% of students gave attention to the material and the average
of students’ achievement was 7,26. In the second cycle all of the
students gave attention to the class and the average of students’
achievement was 8,39.
Based on the result of the research, it can be concluded that by
using songs, teacher can improve students’ vocabulary power. It is
hoped that it can be valuable as the information resource for students,
teachers and the researcher herself.10
The similar between both of researches are on the research
approach and the discussion. The research is classroom action research
and the discussion is about vocabulary. The difference on this previous
research is on the teaching media or technique. The previous research
uses song as the teaching media and the research uses spidergram as
the teaching technique.
2. Titik Purwaningsih. K22106010.
A Thesis is written by Titik Purwaningsih. Her thesis is
“Improving Students’ Vocabulary Mastery through Graphic Organizers
(An Action Research at Fifth Grade of SD Negeri Kentingan No. 79
Surakarta in Academic Year 2010/2011)”. Teacher Training and
Education faculty, Sebelas Maret University, Surakarta, 2011. The
research was conducted in two cycles from July 30 until October 29,
2010 at fifth grade students of SD Negeri Kentingan No. 79 Surakarta.
10
Rini Setyawati, 113411130, “Improving Students’ Vocabulary Power through
Song (A classroom Action Research with Seventh Grade Students of MTs Pondok Pabelan
magelang in the Academic Year of 2014/2015)”, Thesis (Semarang: Education and Teacher
Training Faculty of UIN Walisongo Semarang, 2015 ), p.54-83.
7
The technique of collecting data are qualitative and quantitative
method.
graphic organizers are instructional tool used to ilustrate a
student or class’s prior knowledge about topic or section of the text.
Semantic mapping or graphic organizer based on Stahl and vancil
(1986) in Coady and Huckin (1992) involves drawing a diagram of the
relationship between words according to their use in particular text.
The result of this research show that graphic organizers can
improve students’ vocabulary mastery. First, the improvement can be
seen from the differences between the pre-test and post-test. In pre-test,
the mean of the students’ score is 41.48 while in the first post-test the
mean of the students’ score is 67.15 and the mean score of second
post-test is 79.81. Second, from the participation of the students in the
classroom during the research. Third, the improvement can be known
through students’ interest. The result of the research implies that
English teachers need to choose the appropriate technique in teaching
vocabulary. The appropriate technique to teach vocabulary is graphic
organizers.
The similar between both of the researches are on the research
approach and teaching technique. Both of them discuss about
vocabulary and used Graphic organizers.The difference on the
previous research is the subject or students’ grade. The previous
research is teaching in elementary school while this research is
teaching in Junior High School.11
11
and Education Faculty of Sebelas Maret University, 2011), p. iii.
8
3. Attinar Yunieta Putri. 080210401033
A thesis is written by Attinar Yunita Putri. Her thesis is “The
Effect of Using Spidergram on the Eighth Grade Students’ Vocabulary
Achievement at SMP Negeri 8 Jember in the 2013/2014 Academic
Year”. The purpose of this research was to investigate whether or not
there was a significant effect of using Spidergram on the eighth grade
students’ vocabulary achievement at SMPN 8 Jember in the 2013/2014
academic year.
Spidergram is a technique for gathering and organizing
vocabularies by drawing them into a diagram (Gerson and Gerson,
1997:187). Spidergram can stimulate the students’ thought to find
vocabularies related with the core concept.
The design of this study is quasi experimental research. The
subjects were two classes that had the closest mean were chosen as the
control class and experimental class. The two classes which had the
closest mean score were VIII-A and VIII-B.
Based on the output of independent sample t-test by using
SPSS, in the t-test column, it can be seen that the value og sig column
in the first row was 0.000 and this value was less than 0.05 (p < 0.05).
Considering the result of vocabulary test, it was concluded that the use
of Spidergram technique had a significant effect on the eighth grade
students’ vocabulary achievement at SMP Negeri 8 Jember 2013/2014
academic year . So, this technique could be used as consideration to
effective the students’ ability in mastering vocabulary.
http://eprints.uns.ac.id/2345/1/208291111201108431.pdf. Acessed on June 25, 2017 at

20.00. PM.
9
The similar between both of the researches are on the
discussion and teaching technique. Both of them discuss about
vocabulary and used Spidergram. The difference on the previous
research is the research approach. The previous research is
experimental research while the research is classroom action
research.12
F. LITERATURE REVIEW
1. Vocabulary.
a. Definition of Vocabulary
Vocabulary is one of language components besides
grammar and pronunciation. Suyanto said that vocabulary is the
words are owned by language and they give a meaning if we use
that language.13Another definition is given by Caroline; she said
that vocabulary is the collection of words which is known by the
individual.14
12
Attinar Yunieta Putri, 080210401033, “The Effect of Using Spidergram on the
Eighth Grade Students’ Vocabulary Achievement at SMP Negeri 8 Jember in the
2013/2014”, Thesis, (Jember: English education Program, Language and Arts Department
Faculty of Teacher Training and Education Jember University, 2014), p. xiii-xiv.
http://repository.unej.ac.id/bitstream/handle/123456789/57580/Attinar%20Yunieta%20Putr
i%20-%20080210401033_1.pdf?sequence=1. Acessed on June 26, 2017 at 19.00 PM.
13
Kasihani K.E suyanto, English for Young Learners, (Jakarta; PT Bumi aksara,
2010), p. 43.
14
Caroline T. lines, Practical language Teaching: young learners, (New York:
McGraw-Hill, 2006), p.121.
10
According to Barbara, vocabulary is the stock of words
which particular person or group know or use.15 Alderson and
Bachman said, “vocabulary is a set of lexemes including single
word, compound words and idiom’’.16 Burton said, “vocabulary is
the range of language of particular person, class, profession.”17
From some definition above, the researcher concludes that

vocabulary is a set of meaningful words or lexemes in a language
which is known and used by people .
b. Kind of Vocabulary
According to Hycraft, There are two kinds of Vocabulary.
There are receptive and productive vocabulary. Some people say
the devision is “passive” and “active” vocabulary.
1. Receptive vocabulary.
According to Hycraft (1978) receptive vocabulary is words
that students recognizes and understands when they occur in a
context, but which he can not produce correctly.
2. Productive vocabulary.
15
Barbara Ann Kipver, Random House Webster’s College Dictionary, (UsA:
Random house, Inc,2001), p. 1368.
16
John Read, Assessing Vocabulary, (New York; Cambridge University
Press,2000).p.17.
17
S. H Burton, Mastering English Language, (Hongkong: Macmillan Press Ltd,
1982), P. 98-99.
11
Productive vocabulary is words which the student understands,
can pronounce correctly and use constructively in speaking
and writing.18
In addition, according to Celce and Olshtain, there are two

kinds of vocabulary, namely content and function words. The
content words are the vocabulary that belong to open word classes
(words classes that readily accept new words and discard old
ones). The content words can be divided into three general classes:
a. Words that refer to a person, a place or a thing that we

might call them nouns.
b. Words that express an action, an event or a state are called
verbs.
c. Words are used to describe the qualities of thing or action
are called adjectives and adverbs.
The function words are vocabulary items that belong to
closed word classes (i.e. word classes that do not readily
admit new items or lose old ones: pronouns, auxiliary
verbs, preposition, determiners and adverbs).19
c. Vocabulary Learning
Discussion of vocabulary learning are often divided
between intentional learning and incidental learning.
1. Intentional learning
18
Evelyn Hatch and Cheryl Brown, Vocabulary, Semantic, and Language
Education,(Cambridge: Cambridge University Press, 1995), p. 370.
19
Marianne Celce and Murcia Elite Olshtain, Discourse and context in Language
Teaching, (New York: Cambridge University Press, 2003),p. 76.
12
Intentional learning as being designed, planned for, or
intended by teacher or student. There is general consensus
among L1 vocabulary experts (e.g., Calfee & Drum, 1986;
Stahl & Fairbanks, 1986; Beck, McKeown, & Omanson, 1987;
Chall, 1987; Drum & Konopak, 1987; Graves, 1987, 1987)
that intentional learning, in particular instruction, does aid in
the learning word.
2. Incidental learning
Incidental learning as the type of learning that is a by

product of doing or learning something else. Most of work
with incidental learning has focused on the vocabulary which
is learned through reading. This incidental learning of words
from reading in particular is apparently quit powerful also in
the foreign language (rather than second language)
environment.
In fact, after one study with French learners in the

United States, the researcher, Dupuy and Krashen (1993)
estimated that the learners who participated in reading and
watching a film in class acquired approximately five to ten
words per hour from incidental learning from a quite difficult
text. The research did not test words that could have been
learned from regular classroom interaction, so it is possible
that students actually acquired even more words incidentally.20
20
Evelyn Hatch and Cheryl Brown, Vocabulary, Semantic, and Language
Education, p. 368-369.
13
2. Definition of Spidergram
A spidergram or spider map is a type of graphic organizer that
is used to investigate and enumarate various aspects theme or topic,
helping the students to organize their thought. It looks a bit like a
spider’s web, bence its name. The process of creating a spider diagram
helps the students focus on the topic and requires the students to
review what they already know in order to organize that knowledge21.
Graphic Organizers are charts, graphs, or diagram, which
encourage students to see information as a component of system rather
than isolated facts. Students may complete these as they read or view a
presentation. There are a variety of ways to use graphic organizers,
including the following: Semantic word map, story chat, Venn
diagram, spider map, network tree, word map, and KWL chart.22
According to Bromley, Devitis and Modlo in 1999 Graphic
organizers are visual representation of knowledge that structures
information by arranging important aspects of concept or topic into a
pattern using labels (Bromley, Devitis & Modlo, 1999).23 Basically
graphic organizers are instructional tool used to ilustrate a student or
21
No.79 Surakarta in the Academic Year 2010/2011), Thesis, p. 24.
http://eprints.uns.ac.id/2345/1/208291111201108431.pdf.
Acessed on June 25, 2017 at 20.00. PM.
22
ELL SDAIE Strategies: Instructional Strategies Used throughout the Year.
http://orh.sweetwaterschools.org/files/2012/06/EL-SDAIE-Strategies.pdf. Acessed on June
26, 2017 at 20.00 PM.
23
E-book, Hongkong Curriculum Department Institute, Personal, Social, and
Humanities Education Section, The Use of Graphic Organizers to Enhance Thinking Skills
in the Learning of Economics, (Hongkong: Education Department, 2001), p. 3.
14
class’s prior knowledge about topic or section of the text. Semantic
mapping or graphic organizer based on Stahl and vancil (1986) in
Coady and Huckin (1992) involves drawing a diagram of the
relationship between words according to their use in particular text. 24
Based on the definition above, the researcher concludes that
graphic organizers are visual representation of knowledge in form of
chart, diagram, or graph that encourage the students to see the
information and develop a topic.
There are many kinds of graphic organizers. Some kinds of
graphic organizers are as follows:25
a. Circle organizer
This organizer can be used to help students understand the
sequence of events in a process. On a sequence circle there is a
consecutive flow of events with the last cycling back to the first
event. Sequence circles are appropriate to represent the
relationship of events that are continuous
b. Data grid
This organizer can be used to help students organize
information into different categories. It allows students compare
and contrast information according to various criteria. Students are
24
and Education Faculty of Sebelas Maret University, 2011), p. 22-23.
25
E-book, Hongkong Curriculum Department Institute, Personal, Social, and
Humanities Education Section, The Use of Graphic Organizers to Enhance Thinking Skills
in the Learning of Economics, p. 14-46.
15
thus trained to see patterns of information and are able to generate
hypotheses.
c. Discussion map
This organizer can be used to help students consider both
sides of an issue before drawing conclusion. Students are trained to
develop skills in comparing and contrasting points of view from
different people.
d. Compare map
This organizer can be used to help students compare two
concepts according to a set of criteria. Students can make use of it
to record a discussion between two concepts/subjects and as an
organizing tool for comparison.
e. Big question map
This organizer can be used to help students improve their
research and problem-solving skills. Students are trained to plan
their research and investigation of a topic and thus promote their
ability to learn and think independently.
f. Star diagrams
Star diagrams are a type of graphic organizer that
summarize and organize data about multiple traits or characters,
fact, or attributes assosiated a single topic. Star diagrams are
useful for basic brainstorming about a topic or simply listing all
the major traits related to a theme.
g. A spider map
A spider map (sometimes called a semantic map) is a type
of graphic organizer that is used to investigate and enumarate
various aspects theme or topic, helping the students to organize
16
their thought. It looks a bit like a spider’s web, bence its name. For
example, a spider diagram can be used to find methods that help
students study skills (like taking notes, reading, memorizing, etc),
and investigate the factors involved in performing each of the
methods.
h. A Fishbone map
A fishbone map (sometimes called herringbone map) is a
type of graphic organizer that is used to explore the many aspects
or effects of a complex topic, helping the student to organize their
thoughts in a simple, visual way. The use of color helps make a
fishbone map clearer and easier to interpret.
i. Word boxes
Vocabulary maps or word boxes are graphic organizers
that can be useful in helping students learn new vocabulary words.
For each new vocabulary word, the students write the word, its
definition, its part of speech (noun, verb, adjective, adverb, etc), a
synonym, an antonym, draws a picture that ilustrates the meaning
of the word, and write a meaningful sentence using the word.
j. Cluster diagrams
Clustee diagrams (also called cloud diagrams) are a type of
non-linear graphic organizer that can help to systematize the
generation of ideas based upon a central topic. Using this type of
diagram, the students can more easily brainstorm a theme,
associate about an idea, or explore a new subject.
k. Tree diagrams
Tree diagrams are a type of graphic organizer that shows
how items are relate to another. The tree’s trunk represents the
17
main topic, and the branches represent relevant facts, factors,
influences, traits, people, or outcomes.
l. Story maps
Story maps are graphic organizers that can be useful in
helping students analyze or write a story. This type of analysis is
especially good for examining fables and folktales.Story map
graphic organizers help students idntify the elements of the story
and the theme or moral of the story.
m. Chain diagrams
Chain diagrams also called sequence of events diagram,
are a type of graphic organizer that describe the stages or steps in a
process. Chain diagrams are useful in examining linear cause –
and-effect processes and other processes that unfold
sequentially.The students must be able to identify the first step in
the process, all of the resulting stages in the procedure as they
unfold, and the outcome (the final stage). In this process, the
studens realize how one step leads to the next in the process, and
eventually, the outcome.
n. Continuum or timeline diagrams
Continuum diagrams are a type of graphic organizer that is
used to represent a continuum of data that occur in chronological
(time) order or in sequential order. For example, a continuum or
timeline diagram can be used to display milestones in a persons’s
life.26
26
No.79 Surakarta in the Academic Year 2010/2011), Thesis, p. 23-30.
http://eprints.uns.ac.id/2345/1/208291111201108431.pdf.
18
Spidergram is a diagram with lines and circles for organizing
27
information so that it is easier to use or remember. Spidergram is a
technique for gathering and organizing vocabularies by drawing them
into a diagram (Gerson and Gerson, 1997:187). Spidergram can
stimulate the students’ thought to find vocabularies related with the
core concept.28
The technique is used if the involves investigating attributes
associated with a single topic, and then obtaining more detail on each
of these ideas.29
From some definitions above, the researcher concludes that
Spidergram is one type of graphic organizer in form of diagram with
lines and circles that has function as a technique for gathering
vocabulary and developing topic.
Acessed on June 25, 2017 at 20.00. PM.

27
Cambridge University Press, “Cambridge Advanced Learner’s Dictionary and
Thesaurus”, http://dictionary.cambridge.org/dictionary/english/spidergram. Acessed on July
2, 2017 at 21.00 PM.
28
Attinar Yunieta Putri, 080210401033, “The Effect of Using Spidergram on the
Eighth Grade Students’ Vocabulary Achievement at SMP Negeri 8 Jember in the
2013/2014”, Thesis, p. xiii.
http://repository.unej.ac.id/bitstream/handle/123456789/57580/Attinar%20Yunieta%20Putr
i%20-%20080210401033_1.pdf?sequence=1. Acessed on June 26, 2017 at 19.00 PM.
29
Setyo Purwaningsih, 09202241089, “Improving Students’ Reading
Comphrehension through Graphic Organizersat SMP N 15 yogyakarta in the Academic
Year of 2012/2013”, Thesis, (Yogyakarta: Faculty of Language and Arts Yogyakarta State
University, 2013), p. 22-23.
http://eprints.uny.ac.id/21039/1/Setyo%20Purwaningsih%2009202241089.pdf. Acessed on
July 03, 2017 at 15.00 PM.
19
3. Procedure text
Procedure text is piece of text that gives us instruction for

doing something.30 A procedural text is used to do or make
something.31 The social function of procedure text is to describe how
something is accomplished through a sequence of action or steps.
The generic structure of procedure text consist of goal,

materials, and steps. This is an example of procedure text. The goal is
How to make kolak.32 The materials are 500 grams sweet potatoes, two
cups thick coconut milk, 90 grams brown sugar, pinch of salt, 2 cups
water. The steps are First, peel and wash the sweet potatoes and cut
them into small squares, boil in 2 cups of water for 10 minutes, In
other saucepan, simmer the coconut milk with a pinch of salt and the
brown sugar, stirring and being careful that the coconut milk doesn't
quite come to the boil, When the sugar is dissolved, put in the sweet
potatoes and continue to simmer for about 10 to 15 minutes, until
potatoes are cooked, last serve hot.
The procedure text has some language features. The text focus
on generalized human agents, the text use of simple present tense
30
KBI, “Procedure text: Defenisi, Tujuan, Jenis, Generic Structure, dan Contoh
Terlengkap”, http://www.kuliahbahasainggris.com/procedure-text-definisi-tujuan-jenis-
generic-structure-dan-contoh-terlengkap/. Accessed on May 06, 2016 at 22.00 PM
31
Mukarto dkk, English on Sky 1 for Junior High School Students year VII,
(Jakarta: Erlangga, 2007), p. 198
32
Yuli Nuriskandar, “15 Contoh Procedure Text”,
http://www.kursusmudahbahasainggris.com/2013/09/15-contoh-procedure-text-terlengkap-
dan.html. Accessed on May 06, 2016 at 22.30 PM.
20
(often imperative), the text use mainly of temporal conjunctions (or
numbering to indicate sequence), and using material processes.33
4. Material and Procedure

At the beginning of this study, the researcher gives a passage
to all of students in the class. The passage is a procedure text. Students
have to read the text. The text is made really interesting. Students also
will find some new words in text. There are some words will be made
different from the other. The word is made in bold. Students will
analyze the meaning of the word. The students will work in a group.
They will be divided into some groups. So, they can discuss with their
friend together.
Student will be asked to make list of the word. The aim of
these lists is to find out the words that the students do not know
because these words will be taught during the treatment. The students
have to indicate their knowledge of the words by write the word in a
column of table with two options: ‘I know the word’; ‘I don’t know the
word’. If the know the word, they have to write the word with the
meaning in column ‘I know the word’.
They start to keep a difficult vocabulary by using
‘spidergram’. The unknown word will write in a circle in the centre of
paper. Then, they have to discuss the word to look for the meaning.
They also may to ask the meaning to their teacher. They were also
allowed to open dictionary. The researcher or teacher asked them to
find out some words which are suitable to follow and related to the
33
Linda Gerot and Peter Wignell, Making Sense of Functional Grammar,
(Australia: AEE, 1995), p. 206.
21
word in the circle. The word has to suitable to follows the circle word
based on the meaning.
Potato Carrot
Peel
. . . . . . ... ..... .. .mmjj

. onion
Figure of Spidergram.34
The teacher asks a representative of each group to present their

result of their work in front of the class. The teacher checks correctness
by using collocation dictionary and show the multiple suitable
collocation of each word in a board.
34
Stuart Redman, English Vocabulary in Use: Pre-intermediate and Intermediate,
(Jakarta: Erlangga, 2001), p. 31.
22
G. RESEARCH HYPOTHESIS
The hypothesis of this research is that using spidergram can enrich
students’ vocabulary of the seventh grade students of MTs Manba’ul
‘Ilmin Nafi’.
23
CHAPTER III
RESEARCH METHOD
A. Research Design
This research is action research at the Seventh grade students of
MTs Manba’ul Ilmin Nafi’ Sarang Rembang in the academic year
2015/2016. According to Harmer, action research is the name given to a
series of procedures teachers can engage in, either because they wish to
improve aspects of their teaching, or because they wish to evaluate the
success and or appropriation of certain activities and procedures.35Arikunto
stated that classroom action research is one of the type of investigation that
explains process, cause and effect by using a treatment.36 This research has
characteristic reflective participative, collaborative, and spiral that have
purpose to repair and to increase the system, method, process, substance,
competence, and situation.37
From the definition above, the researcher concludes that classroom
action research is one of investigation in improving or increasing the
practice of learning which can be done by teacher, researcher, and student
with his or her colleague, etc with involves a group of students to improve
teaching and learning process or to enhance the understanding of the
students to the lesson. This research is qualitative descriptive research uses
35
E-book, Jeremy Harmer, The Practice of English language Teaching,
(England:Longman,2003),p. 344.
36
Suharsimi Arikunto, et. all, Penelitian Tindakan Kelas, (Jakarta: Bumi Aksara,
2015), p. 1.
37
Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta:
Rineka Cipta, 2013), p. 129.
24
data observation toward improving students motivation in learning
vocabulary through collocation, this data was analyzed through some
cycles in action.
Before the researcher did the cycles in action, researcher observed
at first research design could be done with some steps as follow:
1. Collected data such as documentation includes the number of the
students, students’ name list, and pre-test.
2. After the researcher collected the data, she did a pre-test. It purpose is
to know the score mean of students’ vocabulary before using
collocation.
3. The researcher assessed the result of students’ vocabulary test in pre-
cycle
In this research there were two cycles applied and there were four
components in one cycles for doing classroom action research. There were
four steps in Classroom action Research, they are planning (identify the
problems), acting (collect the data), observing (analyze and interpret data),
reflecting (develop an action).
According to Arikunto stated that there are four steps process in

each cycle for doing classroom action research can be explained as
follow:38
a. Planning
38
Suharsimi Arikunto, Penelitian Tindakan untuk Guru, Kepala Sekolah &
Pengawas, (Yogyakarta: Aditya Media, 2010), p. 17-19.
25
Planning an action research by focusing on who, what, when,
where, and how the action will be done. This research was to get
information about students participation in English subject.
b. Acting
This section discusses about the steps and activities that will be
implemented by researcher. In this step, the teaching technique was
applied in teaching learning process
c. Observing
In this phase, the researcher observes the teaching learning
process. The researcher prepared an observation checklist to know the
class condition.
d. Reflecting
Reflecting means to analyze the result based on the data that
have been collected to determine the next action in the next cycle. In
this phase, the researcher can observe whether the acting activity had
resulted any progress, what progress happened, and also about the
positives and negatives. Result from observation then being reflected
together by teacher and researcher, this includes analysis, and
evaluation toward observation result. The classroom action research
cycles model are as follows:39
Planning
Reflecting Cycle-I Acting
Observing
Planning
39
Suharsimi Arikunto, et. all., Penelitian Tindakan Kelas, p. 42.
Cycle-II Acting
26
Reflecting
Observing
Figure 1. Action Research Cycle
B. Place and Time of Research

This action research was carried out at MTs Manbaul Ilmin
Nafi Sarang Rembang. It is located at Jalan Kalipang-lodan KM.04
Sarang Rembang. Researcher choose this school because the location
is near from the researcher’s house. The research was conducted on
March until May 2016
C. The Subject and Collaborator of the Study

a. Subject of the Study
This research directly focuses on the subject that would be
investigated. The subject of this study was students of seventh
grade VII B of MTs Manbaul Ilmin Navi in the academic year of
2015/2016.
b. Collaborator
The collaborator in this classroom action research is
person who helps the researcher to collects the data. The
collaborator in this research is the English teacher who teaches
English in MTs Manbaul Ilmin Nafi. The teacher is Mr. Sampurno
Dwi A, S.Pd.
27
D. Procedure of the Research
In this classroom action research, the researcher conducted two
cycles through spider gram in teaching vocabulary, which was each
cycle consist of four steps, they are planning, acting, observing, and
reflecting. The researcher conducted two cycles and each cycle was
ended by a final test, but before conduct the first cycle she conducted
preliminary to know the initial condition of students’ vocabulary
power in their class. The activities that have done in each cycle are as
follow:
a. Preliminary research
Preliminary research was conducted on May 15, 2016. The
teacher taught the students use conventional teaching. The
researcher observed the students activities and participation in this
session to get the information about students’ initial condition and
to know their problems in teaching learning. After that, the
researcher gave the test to check the students’ understanding in
vocabulary.
After conducting preliminary, the researcher got
conclusion that the students’ vocabulary was low. It could be seen
from their score. Not only their score, there were many students
didn’t give their attention when the teacher taught them. Then, the
researcher decided to conduct the next cycle to solve the problem.
b. The First Cycle
The first cycle conducted on May 22, 2016. In this cycle
the researcher prepared some activities that had been done in this
first treatment, those are:
1. Planning
28
There were some activities that had been done by the
researcher in planning. She made a lesson plan as guiding to
teach vocabulary. Then she prepared observation checklist.
She also prepared the teaching material and media. The last,
she prepared exercises to test as an instrument.
The teacher also had some activities in this session. He
prepared students’ attention list. He also helped the researcher
to discuss and share the information about material, lesson
plan and syllabus.
2. Acting
The researcher did some activities in this session.
First, he greeted the students and checked the students’
attendance. Then she asked question to the students related to
the topic. The material was procedure text. The topic was
about food. She explained about procedure text such as generic
structure and language features. She also explained about
action verb in the text.
After that, she divided the students into some groups.
Then she explained the rule and gave instruction related to the
activity. She asked the students to choose a difficult word from
the list. The difficult word was written in the centre of their
paper, and they had to circle the word in the centre. She asked
the students to find out the words which are suitable to follow
and related to the word in the circle based on the meaning as
many as possible. The words was written used Spidergram.
Then the researcher asked the representative of each group to
29
show the result of the collocation in front of the class. Last, she
gave the final test to find out the final outcomes of first cycle.
In this session, the English teacher observed the
researcher activity and learning processes. He also observed
the students response.
3. Observing
The researcher observed students activities using
observation checklist. She observed students’ attention and
participation. It could be seen from students’ paid attention,
asked question, responded question, accomplished the task,
and enthusiastic in teaching learning.
In this session, the English teacher became an observer
in the teaching learning process. He used observation checklist
to observe how many students who paid attention, asked
question, responded to questions, accomplished task, and
enthusiastic to English learning.
4. Reflecting
The researcher analyzed the data from the observation
checklist and result of the test to find out the improvement of
students vocabulary. Then she discussed to the teacher about
teaching learning process that had been done to find out the
weakness of the cycle. She also discussed about how to
improve it to the next cycle.
The teacher and the researcher evaluated the step in
teaching learning process. They also discussed the result of the
test and observation sheet.
30
E. Technique of Collecting Data
1. Documentation
Documentation method is used to look for the data
concerning matters or the variable that are taken in the form of the
note, transcript, book, newspaper, magazine, inscription, notulen,
legger, agenda, etc.40 The researcher used documentation which
relate with this research. They were students’ name list, students’
English mark, lesson schedule, students’ worksheet and photo of
teaching and learning process.
2. Observation
According to Sugiyono, observation as data collection
techniques have specific characteristics compared to interview and
questionnaire. If interviews and questionnaires in constant
communication with the people, the observation is not limited to
people, but also the surrounding objects.
Hadi stated that Observation is a complex process, a
process that is composed of a variety of biological and
psychological processes. two of the most important is the
processes of observation and memory.
In terms of the implementation process of data collection,
observation can be divided into non-participant observation and
participant observation, then in terms of instrumentation is used,
40
Suharsimi Arikunto, Prosedur Penelitian: Suatu Pendekatan Praktik, p. 201.
31
the observations can be divided into structured and unstructured
observation.41
Observation was used to monitor the students’ activities

during the teaching learning process. Researcher observed the
situation in class during lesson, response and attitude of students
when they were given explanation, did the task, and to know their
difficulties. In conducting this classroom action research, the
researcher decided to use observation form.
Table I
Form of Observation Check List
INDICATORS YES NO
Paying Attention
Asking Question
Responding to Question
Accomplishing task
Being enthusiastic an Collocation
3. Test
41
Sugiyono, Metode Penelitian Kuantitatif, Kualitatif dan R&D, (Bandung:
Alfabeta, 2011), p. 145.
32
A test is a series of questions or exercises and the other
instruments used to measure skill, knowledge, and individual or
group ability.42 Test is an important part every teaching and
learning experience. Test is a set of questions that is used to
measure the skill knowledge, intelligence and talent of an
individual of a group.
F. Technique of Analyzing
There are two types of data as evidence. They are namely
quantitative and qualitative data. The quantitative data are data from
written test namely pre-test and post-test. The result of the test is
analyzed statistically. Meanwhile, the qualitative data comes from
observation noted on field notes.
1. Analyzing Observation
Researcher used observation scheme during the teaching-
learning process in pre-cycle research, cycle I, and cycle II. Data
from observation described as detail as the researcher will get.
Data from observation was grouped based on students’ attention
toward the lesson, the frequent of asking question, accomplishing
task that given by the teacher and being enthusiastic to English
game has taken as a clue or indicator for students’ vocabulary in
Procedure Text using collocation. In this observation, the
researcher used systematic observation. According to Arikunto
systematic observation is observation that done by researcher with
guidance as instrument of observation.43 The guidance was called
42
43
33
sign system which contained the list of activities that had been
observed, here after the researcher used sign toward students’
activities.
The form of sign system observation is as follow:
Table I
Form of Sign System Observation
Indicators Yes No
Paying Attention
Asking Question
Responding to Question
Accomplishing Task
Being Enthusiastic an using

collocation
The researcher checked in the observation check list. In

the end of cycle, the researcher analyzed by calculating the
percentage from the check list as the formula below:
P= x 100%
p = percentage
f = the sum of check list
n = amount of students
2. Analyzing Test
34
Test is one technique to measure someone’s proficiency.
Brown states that a test is a method of measuring person’s ability,
knowledge or performance in a given domain. Test is preparing
administrative procedure that occurs in identifiable times in a
curriculum when learners master all their faculties to offer peak
performance, knowing that their responses are being measured and
evaluated.44 The researcher used score on students’ proficiency on
students’ vocabulary in Procedure Text. The researcher used mean
formula to know the average of students’ score and to check the
increasing of students’ vocabulary in Procedure Text, mean
defined as “the total number of score divided with the total number
of student”. The pattern of mean as
follow:45
X
M=
N
X= the total scores of students

N= the total number of students
G. Indicator of Achievement
The students’ success and failure in doing the planned
activities assessed by referring to the increasing students’ vocabulary
44
H. Douglas Brown, Language Assessment Principles and Classroom Practices,
(New York: Pearson, 2004), p. 3.
45
Sugiyono, Statistika untuk Penelitian, (Bandung: Alfabeta, 2010), p. 49.
35
achievement through Spidergram. The proficiency could be said that
they are successfully is gained by students if the students have
improvement in every cycle.
36
CHAPTER IV
RESEARCH FINDING
In this chapter, the researcher would like to describe and discuss the
result of the research. The researcher would describe the students’
participation and the students’ improvement in learning vocabulary by using
collocation. The researcher used Classroom Action Research as the field of
research methodology. Then as the result of the research would be presented
by the result of the research and the analysis of the collected data during did
the research that involved Pre Cycle, Cycle I, and Cycle II.
A. Description of the Data
The research was conducted by using classroom action research.
The research consist of pre-cycle, cycle I and cycle II. Before conducted
the cycle I, the researcher did the preliminary research (pre-cycle) to
measure student’s competence in learning vocabulary.
1. Pre- Cycle
The pre-cycle was conducted on May 15, 2016. In this activity,
the students’ was taught by conventional method. Conventional
teaching or traditional teaching refers to a teaching method involving
instructors and students interacting face-to-face manner in the
classroom. Students receive the information passively and reiterate the
information memorized in the exams.46 The traditional (or
46
Yap Wei Li, “Transforming Conventional Teaching Classroom to Learner-
Centered Teaching Classroom, Using Multimedia-Mediated Learning Module”,
International Journal of Information and Education Technology., (Vol. 6, No. 2, 2016), p.
105-106. www.ijiet.org/vol6/667-K00013.pdf
37
conventional) teaching methods are teacher-centered and include the
use of lectures and discussion while the problem solving element is
presented by and discussed with the instructor; the syllabus, the
teaching materials and the students assessments are determined by the
tutor and transmitted to students in various lectures.47 In this cycle,
teacher just showed a procedure text to the students. Then teacher
choose some vocabularies from the text. After that teacher read the
vocabularies and asked students to imitate him. I saw that student’s
attention in this class only 47,06%. It influenced process of receiving
English material by students from the teacher. There were not all
students responding to question from the teacher. The students which
responded the question only 23,5%. It showed that many students still
have less motivation to respond and participate the activity in the class.
In this cycle, the teacher taught material of procedure text
about food. In this case the teacher did not use a media to support his
teaching process. He just asked his students to memorize some
vocabularies from the text. It made them were bored to memorize all
vocabularies one by one without interesting way. The students were
not active during learning process. Students’ enthusiastic only 41,17. It
showed that many students were not interested to the activity.
After that, the researcher gave written test for the students.
There were 10 items matching picture, and 10 items multiple choices
Accessed on October 28, 2016. 08.00 AM.

47
Belias Demitrios et. all, “Traditional Teaching Method VS. Teaching trough the
Application of Information and Communication Technologies in the Accounting Field: Quo
Vadis?”. European Scientific Journal 9, 28, 2013, 76.
http://eujournal.org/index.php/esj/article/view/1885. Accessed on October 28, 2016. 07.30
AM
38
of test. The test was followed by 17 students of seventh grade of MTs
Manbaul Ilmin Nafi’ Sarang Rembang. The result of the test would be
data of students’ achievement before taught trough Spidergram as a
technique in teaching vocabulary.
2. First Cycle
The first cycle was conducted on May 22, 2016. In this cycle
the researcher began teach this class. She applied Spidergram to teach
vocabulary in this class. The material was procedure text about food.
Researcher asked students to make a list of word in a table. The table
consist of two columns, these were ‘I know the word’ and ‘I don’t
know the word’. The further result would be explained as follows:
a. Planning
There were some activities in planning which had been
done by the researcher. She made a lesson plan to teach in the first
cycle. The material was procedure text. The topic is about food.
The lesson plan used KTSP.
Then She made a media for teaching. She used sticking
media to teach because there was not LCD in the school. It
contained the example procedure text.
She also prepared some papers to teach collocation. She
delivered some papers for each group. The paper was used to write
the collocation.
The researcher also prepared an observation checklist. The
purpose was to know the students’ participation and respond in the
class.
39
The last, She prepared exercises for test. The test had been
done to know the students’ competence and the result of the
teaching.
From the planning, the researcher used lesson plan to
implement activities which would be done. The researcher used
KTSP format for her lesson plan, because the school still used
KTSP. There were there parts of activities such pre-activities, main
activities, and post activities.
In pre-activities, the researcher prepared all of thing
needed for teaching and started to teach students. Firstly, the
researcher greeted students, checked student’s attendance. Then in
the main activities the researcher divided students into five groups.
Each group learned vocabulary trough collocation enthusiastically.
And in the post activities the researcher asked representative of
each group to come forward and read aloud the vocabulary from
the discussion.
b. Acting
There were some activities which had been done in acting.
At the beginning, the researcher informed to the students that the
material is about procedure text. The topic was about How to make
something.
Then students were divided into five group. Each group
consist of 3 until 4 students to learn vocabulary trough collocation.
The researcher explain the rule of the activity. After that the
researcher gave a text and white paper for each group. She asked
to discuss the text and find out the collocation.
40
Each group made a list of vocabulary from the text into a
table. The table consist of two column. ‘I know the word’ and ‘I
don’t know the word’. The wrote some vocabularies in column ‘I
know the word’ if they knew the meaning of the word. And they
wrote some difficult vocabulary in column ‘ I don’t know the
word’ if they didn’t know the meaning.
Then the researcher asked the students to choose a difficult
word from the list. The difficult word was written in the centre,
and they have to circle the word in the centre of paper.
After that the researcher asked the students to find out the
words which were suitable to follow and related to the word in the
circle based on the meaning as many as possible. The words were
written in form of spidergram.
Then After the researcher asked the representative of each
group to show the result of the spidergram in front of the class.
Researcher checked the correctness of the task with the
students together. The researcher also gave conclusion about the
material which had been learned.
The last, the researcher gave students a test to measure
student’s achievement in the first cycle.
c. Observing
In observation step, the researcher observed the event that
happened during teaching and learning process. The researcher
observed the activity by using the observation guide. The step
were as follows:
1. The researcher observed the activeness and attention of
students in the classroom during teaching learning process.
41
2. The researcher observed the students’ response when they
were asked by teacher
3. The researcher observed the students’ task, they accomplished
the task or not
d. Reflecting
There were students who were not involved by using
spidergram. They were still passive and didn’t join in the
discussion. So, it must be revised to involved whole students in
using spidergram for the next cycle.
There were some students still confused to find out the
suitable word which was relevant in the spidergram . So, it must
made the students more understand in the next cycle. She also had
to make clearer instruction in the next cycle.
Some students were still unconfident when they read a text
and the result of their spidergram. So, the researcher had to give
motivation to the students in the next cycle.
After the researcher and the collaborator evaluate the score
and observation checklist, the researcher decided to conduct the
next cycle better.
3. Second Cycle
The Second Cycle was done based on the result of reflection
in the first cycle. It was conducted on May 24, 2016. It was same with
the first cycle. It contained of teaching learning process through
spidergram. But, the material is different. So, The are some new
vocabulary from the text.
The problem in the first cycle in the first cycle were some
students still had difficulties to find out the the words which were
42
suitable to follow and related to the word in the centre of spidergram,
and there were some students not involved discussion well. So, the
researcher tried to encourage to find out the problem solving. She
made clearer instruction in this cycle. She tried to improve her
attention to the students activity during learning process. She also gave
motivation to students. The complete procedure could be seen as
follows:
a. Planning
The researcher did some activities in planning of cycle
two. First, she identified the problem in the first cycle and found
the way to solve the problem. She also made a lesson plan to teach
in cycle two. The material was procedure text with different title
from cycle 1.
Then the researcher prepared a media for teaching. She
showed an example of procedure text in a big paper. She stamped
the paper on the blackboard in front of the class.
She also prepared some papers for using spidergram in the
teaching learning. Students needed the white papers to write some
words in the spider gram .
The last, the researcher prepared observation checklist and
exercises for students. She prepared the observation checklist to
know the students participation in second cycle, and prepared the
exercises for test.
b. Acting
The researcher did some activities in acting of second
cycle. First, the researcher informed to the students about the
material. the material had same topic. But, the tittle is different.
43
Second, the researcher divided students into 5 groups to
learn vocabulary through spidergram. Teacher explained the rule
of the activity. then she gave a text and exercises to each group.
The exercises consist of five questions. she also gave a white paper
to write the collocation.
Each group made a list of vocabulary from the text into a
table. The table consist of two column. ‘I know the word’ and ‘I
don’t know the word’. The wrote some vocabularies in column ‘I
know the word’ if they knew the meaning of the word. And they
wrote some difficult vocabulary in column ‘ I don’t know they
word’ if they didn’t know the meaning.
Then, the researcher asked the students to choose a
difficult word from the list. The difficult word was written in the
centre, and they have to circle the word in the centre of paper. She
asked the students to find out some words which were suitable and
relevant to follow the word in the centre as many as possible. The
words were written in form of spidergram.
After that the teacher asked the representative of each
group to show the result of the spidergram in front of the class.
Researcher checked the correctness of the task with the students
together. the researcher also gave conclusion about the material
which had been learned.
The last the researcher gave students a test to measure
student’s achievement in the second cycle
c. Observing
In observation step during cycle 2 did not different from
the previous cycle, The researcher also observed the events that
44
happened during teaching and learning process. The researcher
observed the activity by using observation guide. The steps were
as follows:
1. The researcher observed the activeness and attention of
students in the classroom during teaching learning process.
2. The researcher observed the students response when they were
asked about the material.
3. The researcher observed the students’ task, they accomplished
the task or not.
d. Reflecting
The analysis of the second cycle showed that the result
was better than the first cycle. There was improvement from first
cycle to second cycle. In the first cycle the mean of score was
85,88 And the mean of score in the second cycle was 88, 82. The
result in the second cycle made researcher was satisfied.
B. The Analysis of the Result

1. Pre Cycle
In this cycle, the teacher taught procedure text about how to
make thing. The topic is food. In this case, the teacher did not use
media to support the teaching learning. He just asked the students to
read the text and vocabulary. The teacher read the vocabulary and the
meaning, and then asked the students to repeat after him. He also asked
45
to students to memorize some vocabularies in the procedure text. It
made the students bored.
The students did not show their activeness. They only tried to
read and memorize the vocabulary. Some of them did not pay attention
to the teacher’s explanation. They looked sleepy in the class. After that
the researcher give a test to measure the students’ competence.
Table 1
The observation checklist of pre cycle
INDICATORS Total of Students
Yes % No %
Paying Attention 8 47,06 % 9 52,94 %
Asking Question 2 11,76 % 15 88,23 %
Responding to 4 23,52 % 13 76,47 %
Question
Accomplishing 8 47,06% 9 52,94 %
Task
Being 7 41,17 % 10 58,82 %
enthusiastic to
English learning
Then the percentage of the observation score was found out by this
formula:
Score= Total Score X 100%
Maximum Score
According to data of observation checklist above, it can be
concluded that only less of students are active and enthusiastic in the
learning process. The major of students were not active in the class. It
46
could be seen from their participation in asking question, responding
question, and accomplishing task. It showed that the students needed
different learning technique to improve their motivation and participation.
Then, the score of test had been counted as follow:
Table 2
Score of Test in Pre Cycle
No Student’s Name Score

1 A Jauhari 25
2 A Sugiyanto 85
3 Abdul Aziz 45
4 Ainur Rohmah 60
5 Bayu Firman Maulana 45
6 Dolim 50
7 Dzakirun Mustofa 45
8 Kholifatun 50
9 M Khasib Kamil 70
10 Muwaffaqah 65
11 Rohmatun Nikmah 60
12 Siti Rohmawatul Hikmah 65
13 Siti Zahroh 65
14 Siti Zuliyah 70
15 Wasiatun Najah 70
16 Wasitotul Munawaroh 45
17 Wulandari 60
Total Score 975
47
To know the mean of students’ score, the formula is as follow:
X
M=
N
M = The average of students’ score
X = Total Score
N = The number of students
X
M=
N
= 57,35
2. First Cycle
In this cycle the researcher began to implement spider gram to
learn vocabulary. The material was procedure text about How to make
something. The topic was about food. In the first cycle, the
collaborator also did observation as below:
Table 3
The observation checklist of first cycle
Yes % No %
Paying Attention 12 70,58 % 5 29,41 %
Asking Question 11 64,70% 6 35,29 %
Responding to 12 70,58 % 5 29,41 %
Question
Accomplishing 17 100% 0 0%
48
Task
Being 12 70,58% 5 29,41%
enthusiastic to
English learning
Then the percentage of the observation score was found out by this
formula:
Score= Total Score X 100%
Maximum Score
Based on data of observation checklist above, it can been
concluded that there were differences between before and after applied
spidergram. Students joined English learning enthusiastically. They
were more paid attention and active in the class. It could be seen from
percentage of paying attention, asking question and responding to
question.
Then after giving test to the students, the researcher gave the
score as the result of the test. The score of all students had been
counted as follow;
Table 4
Score of Test in Cycle I

1 A Jauhari 95
2 A Sugiyanto 95
3 Abdul Aziz 60
4 Ainur Rohmah 85
49
6 Dolim 80
8 Kholifatun 70
9 M Khasib Kamil 95
10 Muwaffaqah 100
13 Siti Zahroh 85
14 Siti Zuliyah 80
17 Wulandari 85
Total score 1460
X
M=
N
X = Total score
N = The number of student
= 85,88
50
From the result above, there was significant improvement
compared with the result of Pre cycle. The mean of score was 85,88.
But, the researcher was less satisfied because there was student still
get score under 70. It should be increased again to make the research
more successful. So, she tried to conduct better in the next cycle.
3. Second Cycle
In the second cycle the researcher used spidergram again. The
material was procedure text. The topic was food. But, the title was
different from the first cycle. In The researcher also more paid
attention to the students. She also reminded the students about the
regulation of using spidergram in their discussion. She made the
instruction clearer in this cycle. So, the students were more understand
to do the activity.
In this cycle the collaborator also did observation in the class
as below:
Table 5
The observation checklist of second cycle
Yes % No %
Paying Attention 17 100% 0 0%
Asking Question 13 76,47% 4 23,52%
Responding to 15 88,23% 2 11,76%
Question
Accomplishing 17 100% 0 0%
Task
Being 17 100% 0 0%
enthusiastic to
51
English learning
According to result of the observation checklist above, the
students was involved in the teaching learning process. They was more
enthusiastic and active in the class. They participated well in teaching
learning process. The asked some questions related to the topic. They
also discussed well. It made different atmosphere in the class.
After that the researcher did a test for second cycle. Then the
researcher compared the result of this test with the result of previous
test.
Table 6
Score of Test in Cycle II

1 A Jauhari 85
2 A Sugiyanto 90
3 Abdul Aziz 80
4 Ainur Rohmah 90
6 Dolim 90
8 Kholifatun 80
9 M Khasib Kamil 100
10 Muwaffaqah 100
13 Siti Zahroh 90
52
14 Siti Zuliyah 95
17 Wulandari 90
Total score 1510
X
M=
N
X = Total score
N = The number of student
M=
= 88,82
The analysis in the second cycle showed that the result of the
test is better than pre cycle and first cycle. The improvement in the
second cycle might be caused by reflecting in the first cycle. In is
second cycle the researcher more paid attention to the students. She
also gave some questions related to the procedure text. So, the
vocabulary was more meaningful in their mind.
C. The Analysis of Whole Cycle

1. The result of test
The result of the test from the pre cycle until second cycle can
be seen in the table below:
53
Table 7
No Name Pre cycle Cycle 1 Cycle 2
1 A Jauhari 25 95 85
2 A Sugianto 85 95 90
3 Abdul Aziz 45 60 80
4 Ainur Rohmah 60 85 90
5 Bayu Firman Maulana 45 90 90
6 Dolim 50 80 90
7 Dzakirun Mustofa 45 70 85
8 Kholifatun 50 70 80
9 M Khasib Kamil 70 95 100
10 Muwaffaqoh 65 100 100
11 Rohmatun Nikmah 60 85 75
12 Siti Rohmawatul Hikmah 65 95 85
13 Siti Zahroh 65 85 90
14 Siti Zuliyah 70 80 95
15 Wasiatun Najah 70 100 100
16 Wasitotul Munawaroh 45 90 85
17 Wulandari 60 85 90
Sum 975 1460 1510
Average 57,35 85,88 88.82
Min 25 60 75
Max 85 100 100
Table 8
Comparison the average of Students’ scores o Pre Cycle, Cycle
1, Cycle 2
54
No Cycle Mean
1 Pre Cycle 57,35
2 First Cycle 85,88
3 Second Cycle 88,82
The average of students’ score in pre cycle was 57,35. It

showed that the result was not good. In the first cycle, the average of
students’ score was 85,88. It showed that there was improvement after
applied spidergram. That was good result. In the second, the average of
students’ score was 88, 88. The result of second cycle better than the
first cycle. There was also improvement and the result was more
satisfying. So, the use of spider gram to enrich students’ vocabulary in
procedure text at seventh grade of MTs Manba’ul Ilmin Nafi’ was
success. It could be seen from their score in the first cycle and second
cycle. There was significant improvement.
2. The result of observation
Classroom observation checklist was used to observe students’
behavior during teaching learning process. The students’ was observed
by the English teacher in the class. The observation was done to find
out the students activeness and students participation in the learning
process. The observation checklist were include paying attention,
asking question, responding to question, accomplishing task, and being
enthusiastic to learning English.
The result of the observation checklist from pre cycle until
second cycle as follow:
Indicators Total of Students
55
Pre Cycle Cycle 1 Cycle 2
Paying Attention 8 12 17
Asking Question 2 11 13
Responding to 4 12 15
Question
Accomplishing task 8 17 17
Being enthusiastic to 7 12 17
English learning
From the data above, it could be analyzed by calculating the

percentage from the checklist as the pattern below:
Indicators Pre Cycle Cycle 1 Cycle 2
Paying Attention 47,06 % 70,58 % 100 %
Asking Question 11,76 % 64,70 % 76,47 %
Responding to 23,52 % 70,58 % 88,23 %
Question
Accomplishing task 47,06 % 100 % 100 %
Being enthusiastic to 41,17 % 70,58 % 100 %
English learning
a. The Students’ Attention to the Teacher

There were 8 students paid attention to the teacher’s
explanation during pre cycle. Some of them were noise, talked
with their classmates, and sleepy. So it showed that was less
attention from the students
In cycle 1, the number of students who paid attention was
increased. There were 12 students paid attention to the researcher’s
56
explanation during treatment. I began to use spidergram in this
cycle. Most of students focused to the researcher’s explanation.
But there were 5 students still did not pay attention. They did
something else such as talked with their friend and drew something
in their book.
After that, all of students in the class paid attention to the
teacher’s explanation in cycle 2. There were 17 students in the
class. They looked paid attention more serious. All f them focused
to the explanation.
Overall, the result of observation in students’ attention
toward explanation was increase from pre cycle, cycle 1, until
cycle 2.
b. Asking Question
The second indicator which was observed was asking
question. I observed how many students who asked question in the
teaching learning process. It included students’ activeness and
students’ participation. There were only 2 students asked question
in pre cycle. The other students just kept silent and looked afraid to
ask something. It showed that their activeness were still poor. They
were not participate well in the class.
In cycle 1, the number of students’ asked question
increased. There were 11 students asked question in this cycle.
Students were more active in this cycle. They participated well in
the class. They asked question about vocabulary, meaning, and
how to find the collocation. But, there were still 6 students just
silent and did not ask something to the researcher.
57
The result of cycle 2 showed that the number of students
who active in the class increased from 11 to 13 students. Most of
them were more confident to ask. Some of them asked about new
vocabulary and they tried to remember it.
Overall, the result of observation during pre-test, cycle 1,
and cycle 2 in asking question was increased. Students became
active step by step.
c. Student’s Respond to Question
The third indicator in the observation was student’s
respond to question. The researcher and the teacher observed how
many students who responded and answered to question orally.
Beside that, the researcher and the teacher also observed if the
response positive or negative.
In pre cycle, There were only 4 students responded to
question from the teacher. It showed that the result was poor,
because 13 students did not respond to the question. Most of them
looked lazy to respond and some of them were confuse to respond.
The result of cycle 1, there were 12 students responded to
questions from researcher. It showed that the response increased
from 4 to 12. This was good result. They showed their spirit to
answer and respond some questions from the researcher. But,
There were still 5 students still did not give their response. Might
be they did not understand well with the material.
Then, in the cycle 2 students showed their spirit well to
respond some questions from the researcher. The result was
increase from 12 students to 15 students responded questions.
58
Most of them looked enthusiastic and more understand to answer
some questions from the researcher
So, there was progress from the students in each cycle. It
could be seen from the number of students who respond to
question in each cycle.
d. The students’ Accomplishing Task
The fourth indicator in the observation was students’
accomplishing task in learning vocabulary. There were 8 students
who did the task well. Most of them were still confused to
accomplish the task from the teacher. There were 9 students who
did not accomplish the task well. They were not serious. They just
daydreamed, talked with their friend and made a noise.
The number of students who accomplished the task
seriously increased 17 in cycle 1. All of students in the class did
the task well. They did the task seriously. They felt that the use of
spidergram in learning vocabulary was very useful for them. That
was different way for hem in learning vocabulary. So, they looked
entertained to accomplished the task.
In cycle 2, the number of students who accomplished the
task were still same with in cycle 1. There were 17 students who
accomplished the task well. It mean that all of students
accomplished the task. They were more serious and spirit in this
cycle than in the first cycle.
Overall, the result of observation showed that the students’
seriousness in accomplishing the task increased from pre cycle
until cycle 1 and cycle 1.
e. The students being Enthusiastic in English learning.
59
The fifth indicator in the observation was students
enthusiastic in learning English. Many students thought that
English was very difficult lesson to learn. It made only 7 students
who were interested in English learning in pre cycle. They did not
show their enthusiastic in English learning. They looked did not
have motivation to learn. They felt bored with the teacher’s
method
In cycle 1, the number of students being enthusiastic
increased significantly. There were 12 students being enthusiastic
in English learning. They looked spirit and interested in learning
process. They were more active in the class. They tried to discuss
and did the activity well.
Then in the cycle 2, all of students in the class were
enthusiastic in learning English. There were 17 students in the
class. They were more active and full of spirit in their discussion.
The activity increased their motivation in English learning.
Overall, the result of observation in aspect students being
enthusiastic in English learning increased from pre cycle, cycle 1,
and cycle 2. It could be seen from the students number who being
enthusiastic in each cycle.
60
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RESEARCH SCHEDULE IN CLASSROOM ACTION
RESEARCH
Teacher : Sampurno Dwi Atmojo, S.Pd.
Researcher : Jannatun Naimah
Class : VII B
No Activities Date
1 Preliminary visit ( meet the teacher) 26-03-2016
2 Meeting the teacher to make sure the 16-04-2016

material
3 Meeting the headmaster to give research 7-05-2016

permission
4 Meeting the teacher to make sure the 8-05-2016

start of the research
5 Doing the research (Pre-cycle) 15-05-2016
6 First Cycle 22-05-2016
7 Evaluation of cycle 1 23-05-2016
8 Second cycle 24-05-2016
9 Evaluation of cycle 2 25-05-2016
10 Give the whole result to the teacher 29-05-2016

Students’ Name of VII B
No Student’s Name Sex

1 A Jauhari Male
2 A Sugiyanto Male
3 Abdul Aziz Male
4 Ainur Rohmah Female
5 Bayu Firman Maulana Male
6 Dolim Male
7 Dzakirun Mustofa Male
8 Kholifatun Female
9 M Khasib Kamil Male
10 Muwaffaqah Female
11 Rohmatun Nikmah Female
12 Siti Rohmawatul Hikmah Female
13 Siti Zahroh Female
14 Siti Zuliyah Female
15 Wasiatun Najah Female
16 Wasitotul Munawaroh Female
17 Wulandari Female
STUDENTS’ SCORE OF VII B
No Name Pre Cycle Cycle 2

cycle 1
1 A Jauhari 25 95 85
2 A Sugianto 85 95 90
3 Abdul Aziz 45 60 80
4 Ainur Rohmah 60 85 90
5 Bayu Firman Maulana 45 90 90
6 Dolim 50 80 90
7 Dzakirun Mustofa 45 70 85
8 Kholifatun 50 70 80
9 M Khasib Kamil 70 95 100
10 Muwaffaqoh 65 100 100
11 Rohmatun Nikmah 60 85 75
12 Siti Rohmawatul Hikmah 65 95 85
13 Siti Zahroh 65 85 90
14 Siti Zuliyah 70 80 95
15 Wasiatun Najah 70 100 100
16 Wasitotul Munawaroh 45 90 85
17 Wulandari 60 85 90
Sum 975 1460 1510
Average 57,35 85,88 88.82
Min 25 60 75
Max 85 100 100
PERANGKAT PEMBELAJARAN
SILABUS PEMBELAJARAN
Mata Pelajaran : Bahasa Inggris.
Satuan Pendidikan : SMP
Kelas/Semester : VIII/1
Nama Guru : Sampurno Dwi Atmojo, S.Pd.

NIP /NIK :-
Sekolah : MTs Manba’ul Ilmin Nafi’
KURIKULUM TINGKAT SATUAN PENDIDIKAN (KTSP)

Sekolah : MTs Manbau’ul Ilmin Nafi’

Kelas : VII (tujuh)
Mata Pelajaran : Bahasa Inggris
Semester : 2 (dua)
Standar Kompetensi : 7. Mendengarkan
Memahami makna dalam percakapan transaksional dan
interpersonal sangat sederhana untuk berinteraksi dengan
lingkungan terdekat
Penilaian
Kompetensi
Materi Indikator
Dasar Kegiatan Teknik Bentuk Contoh Alokasi Sumber
Pembelajara Pembelajaran Pencapaian
n Kompetensi Instrumen Waktu Belajar
Instrume
n
7.1 Merespon 1. Percakapan 1. Tanya Merespon Tes lisan Merespon 1. Listen to 2x40 - script
makna jawab ungkapan- ungkapan the percak
singkat menit
dalam tentang ungkapan : expre apan
percakapan memuat berbagai
1.Meminta ssion
transaksional ungkapan- hal terkait
(to get things materi & and
ungkapan : Matching -
done ) dan 2. Membaha a. Tes tulis respond
memberi rekama
interpersonal s to it
jasa n
(bersosialisa kosakata
Contoh: media
si) sangat dan tata
sederhana A :Pass me the 2. Listen to elekton
bahasa: 2. Meminta
secara noun the ik:
pencil, &
akurat, phrase, kaset,
please! expre
lancar dan adjective, memberi b.Unjuk T / F VCD ,
berterima ssion
B :Sure. Here adverb, kerja DVD
untuk barang and
you are. verb yang film
berinteraksi terkait match it
dengan A : Give me a
dengan Merespon with the
lingkungan piece of
meminta
terdekat paper, Tes lisan tindakan suitable
dan
yang please! memberi
melibatkan jasa, Memberi response
tindak tutur B : Sure, Here meminta jawaban
: meminta You are. dan singkat
dan memberi memberi
A : Did you 3.Meminta 3. Listen to
jasa, barang,
meminta dan come meminta & the
memberi here dan memberi dialoque
barang, serta yesterda memberi and
meminta dan fakta fakta
y? decide
memberi 3. Mendeng
B : I did. whether it
fakta arkan
2. Tata Bahasa is TRUE or
percakapa
• Simple n sesuai FALSE.
Past dengan 4. Pass me
tense materi
the pencil,
• Quantifie 4. Menjawa please.
rs b
pertanyaa
3. Kosa kata n sesuai 5. Give
• Kata dengan isi short
terkait percakapa
answer
tema n
• Kata 5. Menjawa
terkait b
jenis teks pertanyaa
n tentang
4. Ungkapan
struktur
Baku percakapa
Sure n
Please
❖ Karakter siswa yang diharapkan : Dapat dipercaya (

Trustworthines)
Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
Tanggung jawab ( responsibility )

Berani ( courage )
7.2 Merespon Percakapan 1. Mendeng Merespon Tes lisan Merespon Respond to 2x 40 Script
makna dalam singkat arkan dan ungkapan- ungkapan the menit percakapa
percakapan memuat merespon ungkapan : following n di buku
introducti
transaksional ungkapan- 1. Meminta teks
on
( to get ungkapan : tentang dan expressions
things done) topik Tes Lisan Merespon orally.
memberi ungkapan Rekaman
dan materi
Contoh : 1. A: percakapa
interpersonal yang akan pendapat
disampai What do n buatan:
(bersosialisas
kan you think? CD ,VCD
i ) sangat 1.A: What do
sederhana you 2. Mendeng 2.Menyatakan B: ,DVD,
secara arkan dan .Not ........ film
Think? suka dan pilihan
akurat, merespon
B: Not bad penjelasa tidak suka Tes tulis ganda 2. A: What
lancar dan do you like
n Rekaman
berterima kosakata to percakapa
untuk 2.A: I like tea dan n otentik
berinteraksi tatabahas 3.Meminta
B: I dont I drink?
dengan a tentang klarifikasi
like milk jwbn
lingkungan topik B:
materi singkat
terdekat yang Tes tulis ..................
yang akan .
melibatkan 3.A:.Are you
dipelajari
tindak turur : sure ?
3. mendeng
meminta dan B : I am 4. Merespon
arkan
memberi percakapa secara
pendapat dan 3. A: Are
n interpersonal
menyatakan 4.A: Are you? transaksio you sure?
suka dan B : Yes, I am nal dan B:
tidak suka, interperso ..................
meminta nal
tentang a. Ok
klarifikasi, Tata Bahasa b. Fine
topik
dan • Verb : materi
Like, c.
merespon yang
need, Alright d.
secara dipelajari
want I am
interpersonal 4. mengiden
tifikasi
Kosa kata tindak 4. A: I’m
tutur happy
• Daily ungkapan
nee - B: Are
d ungkapan you?
• Kata yang
A:…….
ter diperdeng
kai arkan
t 6. merespon
jen ungkapan
is
-
tek
s ungkapan
yang
diperdeng
Ungkapan arkan
Baku
• No
t
bad
• Gr
eat
Trustworthines)
Tekun ( diligence )

Berani ( courage )

Kelas : VII (tujuh)
Semester : 2 (dua)
Standar Kompetensi : 8. Mendengarkan
Memahami makna dalam teks lisan fungsional dan monolog
pendek sangat sederhana yang berbentuk descriptive dan
procedure untuk berinteraksi dengan lingkungan terdekat
Penilaian
Indikator
Kompetensi
Materi Pencapaia Alokasi Sumber
Dasar Kegiatan Teknik Bentuk Contoh
n
Pembelajaran Pembelajaran Kompetens Instrume Waktu Belajar
i Instrume n
n
8.1 Merespo • Teks 1. Brain 1.Merespon Tes lisan Jwbn Listen to 2x40 menit script :
n makna fungsional storming makna singkat the text di buku guru
yang pendek tentang and
terdapat kosakata dalam tentang :
berupa : answer the
dalam terkait teks fung- instruksi
1. Instruksi Tes tulis questions.
teks materi sional
lisan 2. Daftar -Pilihan
2. Membaha pendek : ganda
fungsion barang s - daftar
- Instruksi Listen to
al kosakata barang
3. Ucapan the text
pendek dan tata - Daftar
sangat Selamat and
bahasa barang Unjuk
sederhan 4. terkait - choose the - ucapan
kerja
a secara Pengumuman materi melengkap best
akurat, selamat
tentang : belanjaa i option.
lancar noun, n Test Lisan
dan noun
berterim - Ucapan - pengumum
phrase, Listen to
a untuk • Kosakata adjective, selamat the text -an
berintera terkait tema verb,
Melakuka
ksi dan jenis teks - Tes Tulis n perintah and
adverb. complete
dengan Pngumu Rekaman
lingkung 3. Mendeng the
an • Ciri arkan man Jawaban sentences.
terdekat kebahasaan teks Singkat
teks fungsional fungsiona
: l yang 2. Listen to
- instruksi menguna Menentuka Uraian the
kan n singkat instruction
- daftar barang gambit-
Fungsi and do it !
- ucapan gambit
attention komuni-
selamat
please, katif teks What is
- pengumuman thanks,
yang the
excuse
me, sorry. didengar. purpose of
the text
4. Menjawa
b
pertanyaa 3. Menentu
kan ciri Listen and
n sesuai
dengan write all
isi teks the verbs
kebahasaan
yang stated in
dari
didengar the text
5. Menjawa masing-
b masing
pertanyaa teks Listen and
n tentang write all
fungsional
struktur the verbs
teks yang stated in
fungsiona didengar the text
l yang
didengar
Trustworthines)
Rasa
hormat
dan
perhatia
n(
respect
)
Tekun (
diligenc
e)
Tanggu
ng
jawab (
respons
ibility )
Berani (
courage
)
Ketulus
an (
Honesty
)
8.2 Merespon • Teks monolog 1. Mendeng • Merespo Tes lisan Listen and 2x40 Script teks
makna berbentuk: arkan dan n Pertanyaa answer the menit monolog
yang merespon informasi n lisan following deskriptif/pros
1. DeskriptIf tentang dalam
terdapat questions edur dalam
2. prosedur berbagai teks lisan
dalam hal terkait buku guru
monolog
monolog tema / berbentu
sangat jenis teks k:
• Kosakata Rekaman teks
sederhan terkait yang -
dibahas. Tes tulis monolog
a secara Diskri
tema / jenis Pilihan deskriptif
akurat, 2. Memperh ptif
teks ganda Listen to /prosedur
lancar atikan
penjelasa - the text
dan
n tentang Proce and
berterim • Ciri
kosakata dur choose the
a untuk kebah
dan best
berintera asaan Tes tulis
tatabahas Pilihan answer by
ksi teks deskriptif a yang • Menentu ganda crossing
dengan dan procedur. muncul kan ciri a,b,c or d
lingkung dalam kebahasa
an teks an teks
deskriptif
terdekat • Langkah yang Listen to
retorik / prosedur didengar.
dalam the text
a 3. Mendeng
teks and
teks deskriptif arkan
berbentu model choose the
k / best
monolog • Menentu
descripti prosedur teks kan answer by
ve dan deskriptif fungsi crossing
procedur /prosedur komunik a,b,c or d
e 4. Menjawa atif teks
b yang
pertanyaa didengar.
n secara
lisan
tentang
isi teks
deskriptif
/prosedur
5. Menyebut
kan
fungsi
komunika
tif teks
yang
didengar.
6. Mengiden
tifikasi
kata kerja
dari teks
yang
didengar.
7. Mendeng
arkan
teks
deskriptif
/ prosedur
lainnya.
❖ Karakter siswa yang diharapkan : Dapat dipercaya
( Trustworthines)
Tekun ( diligence )

Berani ( courage )
Ketulusan ( Honesty )

Kelas : VII (tujuh)
Semester : 2 (dua)
Standar Kompetensi: 9. Berbicara mengungkapkan makna dalam percakapan
transaksional dan interpersonal sangat sederhana untuk
berinteraksi dengan lingkungan terdekat
Penilaian
Kompetensi Materi Indikator
Kegiatan Alokasi Sumber
Dasar Pembelajara Pembelajaran Pencapaian Teknik Bentuk Contoh
Kompetensi Waktu Belajar
n Instrume Instrumen
n
9.1 Percakapan 1. Tanya * Bertanya dan Unjuk Bermain 1. Perform 4x40 menit • Script
Mengun singkat jawab menjawab kerja peran the dialogue percak
gkapkan memuat yang berbagai with apan
berkai dari
makna ungkapan- informasi : your
tan buku
dalam ungkapan : denga 1.Meminta friend in the teks
percakap n dan front of the
an materi
Contoh: memberi class! • Alat
transaksi 2. Memb jasa Merespon peraga
onal ( to ahas
Tes Lisan ungkapan
get 1.A : Pass me kosak 2. Listen to
things the ata 2.Meminta the • Rekam
done ) dan
pencil dan expression an
tata
dan and
please! bahas memberi
interpers a:
B : Sure. barang respond to
onal noun,
here you it , example :
( adject
are. ive, a. Pass me
bersosial
adver the salt,
isasi )
b, please.
sangat 2.A : Give me noun Bermain b. Give me
sederhan the phras peran the paper,
a dengan e Unjuk
paper
Penilaian
n
menggu Please! 3. Menir kerja please.
nakan ukan
B : Sure, 3.Meminta c. Did you
ragam here it is. ungka
pan- dan come late?
bahasa
ungka memberi
lisan pan fakta
secara 3.A: Did you yang 3. Create a
akurat, come digun dialoque
lancar here akan based on
dan yesterday ? dalam the role
berterim percak cards and
B : I did apan
a untuk perform it.
sesuai
berintera materi
ksi Tata Bahasa
4. Berlat
dengan - Verbs: Like, ih
lingkung need, want denga
an n
- Simple Past teman
terdekat
Tense meng
yang
melibatk unaka
n
an Kosakata ungka
tindak pan-
- Kata Terkait
tutur : ungka
tema dan
meminta pan
jenis teks
dan yang
ungkapan ada
memberi
baku dalam
jasa,
percak
meminta - Here it is apan
dan - Here you sesuai
memberi are materi
barang, 5. Berma
dan in
meminta peran
memberi meng
fakta gunak
an
ungka
pan
yang
telah
dipela
Penilaian
n
jari.
❖ Karakter siswa yang diharapkan : Dapat dipercaya ( •

Trustworthines)
Tekun ( diligence )
9.2 1. Percakapan 1. Mendeng Bertanya dan 4x40 Script

Mengun singkat arkan menjawab percakapa
menit
gkapkan memuat dan berbagai n dalam
merespo
makna Informasi : buku teks
ungkapan- n Unjuk Bermain Perform a
dalam pertanya 1. Meminta &
percaka ungkapan : an kerja peran dialogue
memberi about asking Script
pan tentang
pendapat and giving otentik
transaks topik
Contoh :
ional (to materi opinion with
get yang Daftar your own
2. Menyatakan Rekaman
akan pertanyaa words!
things A : What do Tes lisan percakapa
disampai suka dan n
done) you kan n
tidak suka
& think
Answer the
interper of Bermain following
sonal this? 2. Mendeng 3. Meminta Unjuk Alat
arkan peran questions
(bersosi B : Not bad klarifikasi kerja peraga
dan orally!
alisai) merespo
sangat n Menjawab
4. Merespon
sederha A : I like tea pembaha singkat Create a
secara Tes lisan
na B : I don’t san dialoque
dengan tentang based on the
A : Are you kosakata interpersonal
menggu role cards
sure dan
nakan and perform
B : I am tatabahas
ragam a yang it
Penilaian
n
bahasa terkait Give your
lisan dengan positive
A :Do you?
secara topik response
B : I do materi
akurat, a. D
yang
lancar akan o
dan 2. Tata disampai
berterim Bahasa kan Y
a untuk o
- Verb be u
berinter
- Verb do 3. Mendeng
aksi ?
arkan
dengan - Verb have model
lingkun percakap b. A
gan an r
3. Kosa kata transaksi
terdekat e
yang • Kata onal dan
ter interpers Y
melibat
ka onal o
kan dengan
it u
tindak te topik
tutur : m materi ?
memint a yang
dipelajari c. C
a dan • Kata a
member terkait n
i jenis 4. Meniruk
pendapa teks an model Y
t, percakap o
menyata 4. Ungkapan an u
kan transaksi
Baku onal dan ?
suka
dantidak • Wonder
interpers d. D
ful ! onal o
suka, dengan e
memint • Excellen topik s
a t! materi
klarifika yang s
si, dipelajari h
merespo e
n secara 5. Melakuk ?
interper an
sonal percakap
an
Penilaian
n
transaksi
onal dan
interpers
onal
dengan
teman
dengan
materi
yang
dipelajari

Trustworthines)
Tekun ( diligence )


Kelas : VII (tujuh)
Semester : 2 (dua)
Standar Kompetensi : 10. Berbicara Mengungkapkan makna dalam teks lisan
fungsional dan monolog pendek sangat sederhana berbentuk
descriptive dan procedure untuk berinteraksi dengan
lingkungan terdekat
Penilaian
Materi Indikator Alokasi Sumber
Kompetensi Kegiatan
Pencapaian
Dasar Pembelajaran Pembelajaran Kompetensi Teknik Bentuk Contoh Waktu Belajar
Instrumen Instrumen
10.1. 1. Teks 1. Tanya Mengungkap Unjuk Uji petik 1. Give 4x40 - Script
Mengung fungsional jawab kan makna kerja berbicara instrtru percak
menit
kapkan yang dalam teks ction to apan
pendek berkaitan your
makna berbentuk : fungsional dari
dengan friend
yang materi pendek orally buku
1. Instruksi
terdapat berbentuk : based teks
dalam 2. Daftar 2. Membah
on the
barang as - Instruks - Alat
teks lisan kosakata i picture. peraga
fungsion 3. Pengumu dan tata 2. Mentio
man - Daftar
al pendek bahasa: barang n the
sangat 4. Ucapan noun, things
selamat - Pengum
sederhan noun you
uman
phrase, find in
a dengan - Ucapan
adj, verb, ...
menggun 2. Tata Bahasa adverb selamat
3. Announ
akan
• Imperati 3. Meniruk ▪ Memberi ce a
ragam ves an instruksi certain
bahasa ungkapa secara informa
• Quantifie
lisan rs n- lisan. tion to
secara ungkapa ▪ Menyebut your
akurat, n yang kan daftar friend
lancar, 3. Kosakata digunaka barang 4. Say
n dalam tertentu. somethi
dan Kata percakap ng to
berterima ▪ Mengumu
Penilaian
Kompetensi Kegiatan
Pencapaian
Instrumen Instrumen
untuk terkait an sesuai mkan your
berintera jenis teks materi sesuatu friend
ksi 4. Mendeng ▪ Mengucap when ...
dengan arkan kan a.
4. Ungkapan teks selamat He/She
lingkung
Baku fungsion got
an
al /
terdekat • Well good
pendek
don score
e 5. Menjawa
b at
• Congratu english
pertanya
lati
an test
ons
tentang
• Happy b. won
isi teks
birt yang the
hda didengar. game
y 6. Menggun
akan
ungkapa
n-
ungkapa
n yang
ada
dalam
percakap
an sesuai
materi
dengan
teman
berpasan
gan
7. Menggua
nakan
ungkapa
n-
ungkapa
n sesuai
dengan
materi
dalam
keadaan/
situasi
nyata
Penilaian
Kompetensi Kegiatan
Pencapaian
Instrumen Instrumen
Trustworthines)
Tekun ( diligence )

Berani ( courage )
10.2 1. Teks 1. Mendeng 1. Tes Daftar Answer the 4x40 Script

Mengung monolog arkan Mengungkap lisan pertanyaan following menit monolog
kapkan dan kan questions teks
berbentuk : merespo
makna berbagai orally! deskriptif/
n
dalam berbagai informasi prosedur
monolog • Des hal dalam teks dalam
pendek cri tentang buku teks
ptiv monolog
sangat teks berbentuk
e deskriptif
sederhan
a dengan • Pro /prosedur - Script
ced 2. Memper Descriptiv otentik
menggun
ure hatikan e
akan
dan -
ragam Rekaman
merespo Procedure
bahasa 2. Kosa kata n monolog
lisan terkait penjelasa
secara tema / jenis n tentang 2.Menyebutkan
akurat, teks. kosakata Alat
fugsi Unjuk Uji petik
lancar dan peraga
komunikatif kerja berbicara
dan tatabahas
teks 2.a.
a dalam
berterima yang
teks Describe
untuk 3. Ciri monolog didengar. something /
berintera kebahasaan Deskripti
ksi f/prosedu someone
teks with your
dengan deskriptif / r tentang 3.Menyebutkan
lingkung Tea/How ciri own
prosedur to make words
an kebahasaan Uji petik
a cup of
terdekat teks berbicara orally in
tea.
dalam 4. Tata Bahasa 3. front of
Mendeng yang
teks
• Presen arkan didengar. the
berbentu t model class!
k monolog
Penilaian
Kompetensi Kegiatan
Pencapaian
Instrumen Instrumen
descripti T lisan 4.Melakukan
ve dan e tentang monolog 2.b. Tell
procedur ns teks
e deskriptif dalam bentuk your friends
e how to
• Imper /prosedur deskriptif /
at 4. Mendisk prosedur do
iv usikan something
es dalam (make a
kelompo
k draft cup of
5. Ungkapan monolog tea)
Baku mendesk
ripsikan
We
kembali,
l menyam
l paikan
, prosedur
. dengan
. kata-kata
sendiri
you
5. Melakuk
k
an
n monolog
o lisan
w secara
individu
t
h
a
t

Trustworthines)
Rasa
hormat dan
perhatian (
respect )
Penilaian
Kompetensi Kegiatan
Pencapaian
Instrumen Instrumen
Tekun (
diligence )

Kelas : VII (tujuh)
Semester : 2 (dua)
Standar Kompetensi : 11. Membaca Memahami makna teks tulis fungsional dan
esai pendek sangat sederhana berbentuk descriptive dan
procedure yang berkaitan dengan lingkungan terdekat
Penilaian
Kompetensi Kegiatan
Pencapaian
Instrumen Instrumen
11.1. Mere 1. Teks 1 Tanya 1.mengidentifi Tes tulis Esai 1.write down 4x40 Buku teks
spon fungsional jawab kasi the answers menit Yang
makn pendek berupa yang completely
a berkaitan berbagai relevan
:
yang dengan informasi Tes lisan Pilihan
terda Instruksi materi dalam teks 2.Choose the
Ganda
pat Daftar 2 Membah fungsional Esai best answer
dalam as
barang pendek by crossing
teks kosakata
tulis Ucapan Unjuk a,b,c,d
dan tata berupa:
fungs selamat bahasa: kerja Jawaban
ional - Singkat
noun, Teks
pende pengumuma noun Instruksi 3.Answer the
k n questions otentik
phrase, - Daftar
sanga adj, verb, Uji petik orally
t barang
adverb membaca
seder 2. Tatabahasa - Ucapan nyaring
hana - Adverb 3 Mendeng 4.Read the
secar phrase arkan text aloud.
a contoh selamat
akura - Noun Phrase membaca
-
t, nyaring
- Adj Phrase yang Pengum
lancar
dilakuka uman
dan
berter 3. Kosakata n guru 2.Merespon
Penilaian
Kompetensi Kegiatan
Pencapaian
Instrumen Instrumen
ima - Kata terkait 4 Berdisku berbagai
yang tema si dengan informasi
berka teman dalam teks
itan dan jenis teks menjawa
fungsional
denga Ungkapan b
n pertanya pendek
baku
lingk an
unga - Listen, bacaan
Please 3.Membaca
n 5 Menjawa
terde - Attention, nyaring teks
b
kat fungsional /
please pertanya
an pendek.
bacaan
secara
lisan
individua
l
6 Membac
a nyaring
bergilira
n
( Trustworthines)
Rasa
hormat
dan
perhati
an (
respect
)
Tekun (
diligen
ce )
Tanggu
ng
jawab (
respons
ibility )
Berani
Penilaian
Kompetensi Kegiatan
Pencapaian
Instrumen Instrumen
(
courag
e)
11.2 1.Teks Esei 1. Mendeng 1. Tes lisan Daftar 1. Read the 4x40 Buku teks
Meres berbentuk arkan Mengidentifik pertanyaan text carefully menit Yang
pon deskriptive/pr dan asi
merespo and then relevan
makn ocedure berbagai answer the
n
a dan introduct informasi following
langk ion
2. Kosakata dalam teks questions
ah tentang Teks
terkait tema / descriptive briefly!
retori teks otentik
jenis teks. deskriptif dan
ka
/prosedur Uraian
secara procedure Tes tulis 2. Answer
dengan Alat
akurat 3.Ciri the questions
topik peraga
, kebahasaan materi based on
lancar teks : yang the text.
dan akan 2.
- procedure
berteri dibaca. Mengidentifik Tes tulis Pilihan
ma - descrptive 2. Memper asi Ganda
dalam hatikan fungsi 3.Choose the
esai 4.Ungkapan penjelasa
komunikatif correct
sangat baku n tentang
kosakata teks Jawaban Answer
sederh
- Delicious ! dan deskriptif / singkat
ana tatabahas
yang - It smells a yang procedure. List all the
berkai good ! berkaitan verbs started
tan dengan in the text
teks 3.
denga
n deskriptif Mengidentifik
/prosedur asi
lingku yang
ngan langkah
akan
terdek retorika
dibaca
at 3. Memper teks
dalam hatikan deskriptif
teks penjelasa /prosedur
berbe n tentang
ntuk langkah
retorika
descri
teks
ptive/ 4menyebutkan
Penilaian
Kompetensi Kegiatan
Pencapaian
Instrumen Instrumen
proce deskriptif ciri
dure /prosed- kebahasa
ur an teks
4. Mengide descripti
ntifikasi ve /
langkah procedur
retorika
dalam e.
kerja
kelompo
k
5. Mengide
ntifikasi
berbagai
informasi
dalam
kerja
kelompo
k
6. Mengide
ntifikasi
langkah
retorika
dan
berbagai
informasi
secara
mandiri

( Trustworthines)
Tekun ( diligence )
11.3 membaca • Teks Esei 1 Mendeng Melafalkan Tes unjuk Melafalkan 1. 2x40 Buku teks
nyaring berbentuk arkan kata, frasa dan kerja Pronounce menit
bermak descriptive / dan kalimat the following
procedure. merespo Teks
na teks dengan baik words or
n hal-hal otentik
fungsio yang dan benar phrases
Penilaian
Kompetensi Kegiatan
Pencapaian
Instrumen Instrumen
nal dan • Pronunciati perlu • Membaca correctly!
esai on diperhati kata frasa Intonasi
pendek kandala dan kalimat
m dengan 2. Read the
dan
• Intonation kegiatan intonasi following
sangat membaca yang benar
sederha nyaring sentences
• punctuation • Membaca by applying
na teks
nyaring teks Uji petik
berbent descripti correct
descriptive/ Membaca
uk ve/proce intonation!
procedure nyaring
descrip dure
dengan baik
tentang
tive/ dan benar.
pentingn 3. Read the
proced ya
ure following
pronunci
dengan ation, text loudly!
ucapan, intonatio
tekanan n,
dan punctuati
on,
intonasi
kualitas
yang suara
berteri
2 Mendeng
ma arkan
model
membaca
nyaring
teks
descritiv
e/proced
ure
3 Meniruk
an
membaca
nyaring
dengan
intonasi
dan jeda
sesuai
model
4 Membac
a nyaring
sendiri
dengan
Penilaian
Kompetensi Kegiatan
Pencapaian
Instrumen Instrumen
lafal,
intonasi,
dan jeda
yang
baik dan
benar
( Trustworthines)
Tekun ( diligence )

Kelas : VII (tujuh)
Semester : 2 (dua)
Standar Kompetensi : 12. Menulis Mengungkapkan makna dalam teks tulis
fungsional dan esai pendek sangat sederhana berbentuk
descriptive dan procedure untuk berinteraksi dengan
lingkungan terdekat
Penilaian
Kompetensi Kegiatan
Pencapaian Teknik Bentuk Contoh
Pembelajaran Pembelajaran Kompetensi Waktu Belajar
Dasar
Instrumen Instrumen
12.1 Mengu 1. Teks 1. Tanya • Menuli Test tulis Melengkapi 1. Complete 4x40 - Buku teks
ngkap fungsional jawab s Menyusun the sentences menit
kan yang
makna Instruksi berkaitan Tes tulis t kata acak - Alat
dalam Daftar dengan e 2. Rearrange peraga
teks barang materi k
tulis Esai bebas the words
2. Membah s into
fungsi as dan Penugasan - Tempat-
onal Pengumuman good tempat
mengem
pende Ucapan bangkan fungsional sentences umum
k kosakata
selamat yang ada
sangat dan tata pendek
Tugas teks
sederh 2. Kosakata bahasa: 3. Write
ana rumah fungsion
terkait noun, down your
denga berbentuk : al
tema / jenis noun own
n phrase, -
mengg teks. adj, verb, Instruk
shopping
unaka 3. Ciri adverb, list based on
si
n kebahasaan simple the
ragam Pr tense, -
situation
bahasa teks imperativ Daftar
tulis fungsional. given.
e barang
secara
4. Tanda Baca 3. Membuat -
akurat,
lancar 5. Spelling frasa, Pengu 4. Write
dan kalimat muma down list of
berteri sesuai n instructions
ma dengan
untuk materi - to be on
berinte Ucapa time to
4. Membah
raksi as n school
denga struktur
n atau ciri- Selam 5.Write a
lingku ciri teks
ngan at greeting
tulis
terdek fungsion card to your
at al • Menuli friend on
pendek s his/her
5. Membuat kalimat birthday
teks tulis sederha
fungsion na
al Listen and
pendek make a draft
terpimpi
of retelling
n
ataudeng descriptive/p
an teman rocedure text
6. Membuat
teks tulis
fungsion
al
pendek
sendiri
dengan
bebas
❖ Karakter siswa yang diharapkan : Dapat

dipercaya ( Trustworthines)
Tekun ( diligence )
Penilaian
Kompetensi Kegiatan
Pencapaian Teknik Bentuk Contoh
Pembelajaran Pembelajaran Kompetensi Waktu Belajar
Dasar
Instrumen Instrumen
12.2 • Teks 1. Mendeng 1. Melen Tes tulis melengkapi 1. 6x40 Buku teks
monolog arkan gkapi
Meng berbentuk dan teks - Complete menit
ungka merespo descri the blank Alat peraga
pkan n ptive
• Descriptive introduct spaces
makn -
/ procedure ion Correctly.
a dan proced Teks
tentang
langk penulisan ure menyusun otentik
ah • Unsur teks teks
retori bahasa monolog
terkait teks. deskriptif 2. Menyu
ka sun
/ 2. Arrange
dalam teks
prosedur. the jumbled
esai • Langkah Esai
pende retorika 2. Memper
terkait teks. hatikan sentences
k
penjelasa into a good
sanga n tentang
t • Spelling kosakata 3. Menul
seder dan is teks descriptive/
hana tatabahas berben procedure
denga • Tanda baca a yang tuk text
n berkaitan -
dengan Descri
meng 3. Write
penulisan ptive/
gunak teks down a
an monolog proced simple
raga deskriptif ure
m / descriptive/
bahas prosedur
procedure
a tulis 3. Memper text
secar hatikan
dan based on
a
membaca the picture
akura
teks /
t, deskriptif
lancar / with
dan prosedur. your own
berter 4. Menulsi words
ima frasa-
untuk frasa,
berint kalimat-
eraksi kalimat
yang
denga diperluka
n n untuk
lingk menulis
ungua teks
n deskriptif
terde /
prosedur.
kat
dalam 5. Menulis
teks teks
berbe deskriptif
ntuk /
prosedur
descri
dengan
ptive/ struktur
proce teks yang
dure benar.
❖ Karakter siswa yang diharapkan : Dapat

dipercaya ( Trustworthines)
Tekun ( diligence )
Mengetahui; Rembang, 5 Juli 2015

Kepala Madrasah Guru Mapel Bahasa Inggris
Abdul Jalil , S.Pd.I Sampurno Dwi Atmojo, S.Pd.

RENCANA PELAKSANAAN PEMBELAJARAN
(Pre - Cycle)
Nama sekolah : MTs Man’baul Ilmin Nafi’

Kelas/Semester : VII (Tujuh) / 2
Standar Kompetensi : 11. Membaca
Memahami makna teks tulis
fungsional dan esai pendek sangat
sederhana berbentuk descriptive dan
procedure yang berkaitan dengan
lingkungan terdekat
Kompetensi Dasar : 11.2 Merespon makna dan langkah
retorika secara akurat, lancar dan
berterima dalam esai sangat
sederhana yang berkaitan dengan
lingkungan terdekat dalam teks
berbentuk descriptive/ procedure
Aspek/Skill : Membaca
Alokasi Waktu :2 x 40 menit
Tujuan Pembelajaran:
Pada akhir pembelajaran, siswa dapat memahami makna teks tulis
fungsional dan esai pendek sangat sederhana berbentuk descriptive
dan procedure yang berkaitan dengan lingkungan terdekat
❖ Karakter siswa yang diharapkan :

Dapat dipercaya ( Trustworthines)
Tekun ( diligence )
Materi Pembelajaran
Teks monolog berbentuk deskriptive/procedure
Kosakata terkait tema / jenis teks.
Ciri kebahasaan teks :
- procedure
- descrptive
Metode Pembelajaran: Three phase technique
Langkah-Langkah Kegiatan
Pertemuan Pertama Dan Kedua.
A.Kegiatan Pendahuluan
Apersepsi :
• Tanya jawab mengenai teks tulis fungsional dan esai

pendek sangat sederhana berbentuk descriptive dan
procedure yang berkaitan dengan lingkungan terdekat
Motivasi :
• Menjelaskan pentingnya materi yang akan dipelari berikut

kompetensi yang harus dikuasi siswa
B. Kegiatan Inti
Eksplorasi
Dalam kegiatan eksplorasi, guru:
 Melibatkan peserta didik mencari informasi yang luas
dan dalam tentang topik/tema materi yang akan
dipelajari dengan menerapkan prinsip alam
takambang jadi guru dan belajar dari aneka sumber;
 Memperhatikan penjelasan tentang kosakata dan

tatabahasa yang berkaitan dengan teks
deskriptif/prosedur yang akan dibaca
 Menggunakan beragam pendekatan pembelajaran,
media pembelajaran, dan sumber belajar lain;
 Memfasilitasi terjadinya interaksi antarpeserta didik
serta antara peserta didik dengan guru, lingkungan,
dan sumber belajar lainnya;
 Melibatkan peserta didik secara aktif dalam setiap
kegiatan pembelajaran; dan
 Memfasilitasi peserta didik melakukan percobaan di
laboratorium, studio, atau lapangan.
Elaborasi
Dalam kegiatan elaborasi, guru:
 Membiasakan peserta didik membaca dan menulis
yang beragam melalui tugas-tugas tertentu yang
bermakna;
 Memfasilitasi peserta didik melalui pemberian tugas,
diskusi, dan lain-lain untuk memunculkan gagasan
baru baik secara lisan maupun tertulis;
 Memberi kesempatan untuk berpikir, menganalisis,
menyelesaikan masalah, dan bertindak tanpa rasa
takut;
 Memfasilitasi peserta didik dalam pembelajaran
kooperatif dan kolaboratif;
 Memfasilitasi peserta didik berkompetisi secara sehat

untuk meningkatkan prestasi belajar;
 Memfasilitasi peserta didik membuat laporan
eksplorasi yang dilakukan baik lisan maupun tertulis,
secara individual maupun kelompok;
 Memfasilitasi peserta didik untuk menyajikan hasil
kerja individual maupun kelompok;
 Memfasilitasi peserta didik melakukan pameran,
turnamen, festival, serta produk yang dihasilkan;
 Memfasilitasi peserta didik melakukan kegiatan yang
menumbuhkan kebanggaan dan rasa percaya diri
peserta didik.
Konfirmasi
Dalam kegiatan konfirmasi, guru:
 Memberikan umpan balik positif dan penguatan
dalam bentuk lisan, tulisan, isyarat, maupun hadiah
terhadap keberhasilan peserta didik,
 Memberikan konfirmasi terhadap hasil eksplorasi dan
elaborasi peserta didik melalui berbagai sumber,
 Memfasilitasi peserta didik melakukan refleksi untuk
memperoleh pengalaman belajar yang telah
dilakukan,
 Memfasilitasi peserta didik untuk memperoleh
pengalaman yang bermakna dalam mencapai
kompetensi dasar:
➢ Berfungsi sebagai narasumber dan fasilitator
dalam menjawab pertanyaan peserta didik yang
menghadapi kesulitan, dengan menggunakan
bahasa yang baku dan benar;
➢ Membantu menyelesaikan masalah;
➢ Memberi acuan agar peserta didik dapat
melakukan pengecekan hasil eksplorasi;
➢ Memberi informasi untuk bereksplorasi lebih
jauh;
➢ Memberikan motivasi kepada peserta didik yang
kurang atau belum berpartisipasi aktif.
 Guru bertanya jawab tentang hal-hal yang belum
diketahui siswa
 Guru bersama siswa bertanya jawab meluruskan
kesalahan pemahaman, memberikan penguatan dan
penyimpulan
C. Kegiatan Penutup
Dalam kegiatan penutup, guru:
 bersama-sama dengan peserta didik dan/atau sendiri
membuat rangkuman/simpulan pelajaran;
 melakukan penilaian dan/atau refleksi terhadap
kegiatan yang sudah dilaksanakan secara konsisten
dan terprogram;
 memberikan umpan balik terhadap proses dan hasil
pembelajaran;
 merencanakan kegiatan tindak lanjut dalam bentuk
pembelajaran remedi, program pengayaan, layanan
konseling dan/atau memberikan tugas baik tugas
individual maupun kelompok sesuai dengan hasil
belajar peserta didik;
 menyampaikan rencana pembelajaran pada pertemuan
berikutnya.
Sumber Belajar
▪ Buku teks yang relevan
▪ Kaset/CD
▪ Script percakapan dan/atau rekaman percakapan
▪ Gambar-gambar yang relevan
Penilaian
Indikator
Teknik Bentuk
Pencapaian Instrumen/ Soal
Penilaian Instrumen
Kompetensi
1. Mengidentifikasi Tes lisan Daftar 1. Read the text carefully

berbagai informasi pertanyaan and then answer the
dalam teks following questions briefly!
descriptive dan
procedure Tes tulis Uraian 2. Answer the questions
based on the text.
2. Mengidentifikasi
fungsi komunikatif Tes tulis Pilihan 3.Choose the correct
teks deskriptif / Ganda Answer
procedure.
Jawaban List all the verbs started in
singkat the text
3. Mengidentifikasi
langkah retorika
teks deskriptif
/prosedurmenyebu
tkan ciri
kebahasaan teks
descriptive /
procedure.
▪ Bentuk: Uraian
▪ Instrumen:
 Answer the questions based on the
text.
▪ Rubrik Penilaian
Uraian Skor
Jawaban benar 2
Jawaban kurang tepat 1
Jawaban salah 0
LESSON PLAN
(Pre - Cycle)
School Name : MTs Man'baul Ilmin Nafi '
Subject : English
Class / Semester : VII (seven) / 2
Standard of Competence : 11. Reading
Understand the meaning of the
functional written text and very
simple short essay form of descriptive
and procedure relating to the
immediate environment
Basic Competence : 11.2 Respond to the meaning and
rhetoric steps accurately, fluently and
accepting in a very simple essay
related to the immediate environment
in the form of descriptive text /
procedure
Aspect / Skill: Reading

Time Allocation: 2 x 40 minutes
Learning objectives
At the end of the lesson, students can understand the functional
meaning of the text and write a very simple short essays a in the form
of descriptive and procedure relating to the immediate environment
• Students’ character are expected: Trustworthiness
Respect
diligence
responsibility
Learning materials:
Descriptive monologue form or procedure
Vocabulary related to the theme or text type.
Language Features of text:
-procedure
-descriptive
Learning Methods: Three phase technique
Steps Activity
First And Second Meeting.
A. Pre-Activities
Apperception
• Questions and answers about writing text and
very simple form of descriptive and
procedure relating to the immediate
environment
Motivation:
• Explains the importance of the material that
will be learned and must be mastered by
students
B. Core Activities
Exploration
In exploration activities, the teacher:
• Involves learners seek broader and deeper information
about the topic or theme of the material to be studied
by applying natural principles of being a teacher and
learning from a variety of sources;
• Pays attention to explanation of vocabulary and
grammar relating to the descriptive or procedure text
that will be read
• Uses a variety of learning approaches, instructional
media, and other learning resources;
• Facilitates the interaction between all learners and
between learners and teachers, environment, and other
learning resources.
• Involves learners actively in any learning activities
and
• Facilitates learners to experiment in the laboratory,
studio, or field.
Elaboration
In the elaboration of activities, teacher:
• Customizes learners to read and write in variation
through certain meaningful tasks.
• Facilitates learners by giving assignments,
discussions, and others to come up with new ideas
both orally and in writing.
• Provides an opportunity to think, analyze, solve
problems, and act without fear.
• Facilitates learners in cooperative and collaborative
learning.
• Facilitates learners in a healthy competition to
improve learning achievement.
• Facilitates learners make good exploration report
made orally or in writing, individually or in groups;
• Facilitates learners to present individual and group
work.
• Facilitates learners do exhibitions, tournaments,
festivals, as well as products produced
• Facilitates learners engage in activities that grow
pride and self-confidence of learners.
Confirmation
In confirmation of activities, teacher:
• Gives positive feedback and reinforcement in the
form of oral, written, signed, and gifts to the success
of learners,
• Provides confirmation of the results of exploration
and elaboration of learners through a variety of
sources,
• Facilitates learners to reflect to gain a learning
experience that has been done,
• Facilitates learners to gain significant experience in
achieving the basic competencies by:
➢ Serves as a resource and facilitator in
answering questions of students who faced
difficulties, using standardized language and
correct.
➢ Helps solve the problem;
➢ Gives reference so that learners can check the
results of exploration.
➢ Provides information for further exploration.

➢ Provides motivation to learners who lack or
have not actively participated.
• Teachers ask questions about things that are not yet
known by students
• Teachers together students use question and answer to
confirm misconceptions, provide reinforcement and
inference.
C. Closing Activities
In the closing activity, the teacher:
• together with the learners and or his self makes a
summary or concluding lesson
• Assesses and reflections of the activities that have

been carried out consistently and well managed.
• Provides feedback on the process and learning
outcomes
• Plans follow-up activities in the form of remedial
learning, enrichment programs, counseling services
and provides good task assignments individually or in
groups according to the results of learners
• Delivers the lesson plan at the next meeting.
Learning Resources
• The relevant text books
• CD/Cassette
• Script conversations and / or recording conversations
• The relevant picture
Assessment
Assesment Instrument
Indicators Instruction
technique form
1. Identifying Oral test A list of 1. Read the text

questions carefully
information in the
and then answer the
descriptive and
procedure text following questions
Commentary briefly!
2. Answer the questions

2. Identifying Writing
communicative function test Multiple based on the text.
descriptive or procedure Choice
text 3.Choose the correct

Short Answer Answer
Writing
3. Identifying the test List all the verbs started
rhetorical step in the text
descriptive text or
procedure text and
mentioning the
language feature of
descriptive text or
procedure text
• Form: Essay test

• Instrument:
➢ Answer the questions based on the text .
Answer the questions based on the text.
• Assessment rubric
Commentary Score
Correct Answer 2
The Answer is not quite right 1
Wrong Answer 0
PRE CYCLE
LESSON PLAN OF CYCLE I
School : MTs Manba'ul Ilmin Nafi’
Subject : English
Class/Semester : VII/2
Theme : How to make things
Skill : Reading
Duration : 2 X 40 minutes
A. Standard of competence
understand the meaning of the short functional written text
and very simple short essay form of descriptive and
procedure relating to the immediate environment
B. Basic Competence:
1. Respond to the meaning and rhetoric steps accurately,
fluently and accepted in a very simple essay related to the
immediate environment in the form of procedure text
2. Read aloud a meaningful functional text and very simple
short essay form of procedure by pronunciation, stress and
intonation are acceptable.
C. Indicator:
1. Identifying the variety information in the procedure text
2. Identifying about vocabulary and grammar relating to the
procedure text that will be read
3. Mentioning the language feature of procedure text
4. Pronouncing words, phrases and sentences properly
5. Reading words, phrases and sentences with correct
intonation
6. Reading aloud the procedure text well and correctly
D. Learning aim
By the end of the lesson, the students are able to:
1. Pronounce words, phrase, and sentences correctly

2. Mention the variety vocabularies relating to the procedure
text.
E. Method: reading, and discussion
F. Technique: Spidergram
G. Learning material
1. Definition of Procedure Text
doing something. A procedural text is used to do or make
something. The social function of procedure text is to
describe how something is accomplished through a
sequence of action or steps.
2. Generic Structure:
• Goal
• Materials
• Steps
3. Language Feature:
a. Using Simple Present Tense and Using an imperative
form ( Prepare mushrooms, add some sugar, etc.)
b. Using temporal conjunction (connectives) : ( First,
firstly, second, secondly, then, after that … etc )
c. Use mainly of Material Processes
The material of the procedure text is How to make a fruit ice

(Es buah)
How to make fruit ice
Material:
• Ice
• Apple
• Strawberries
• Jackfruit
• Melon
• Mango
• Avocado
• sugar water
• milk
Steps :
First, Peel the apple, avocado, melon, mango and
jackfruit.
Second, Cut the fruits round or dice
Then, Boil sugar with water until cooked for about
30 minutes.
Next, Put the fruits that have been
cut round pieces or dice in serving glass
Then, to taste Pour the sugar water into a glass
Next, put ice cubes into the glass, and pour the
milk on ice fruit.
Last, put the decorations on the glass with a piece
of strawberry on it.
4. Vocabularies
Action verbs:
a. Peel = Mengupas
b. Cut = Memotong
c. Boil = Merebus
d. Put = Meletakkan
e. Chop = Mencincang
f. Slice = Mengiris
g. Heat = Memanaskan
h. Fry = Menggoreng
i. Add = Menambahkan
H. Learning Activities
Activities Time Sample of
Pre- activities
Instruction
• Teacher greets • Asssalamualaikum
students wr.wb. Good morning
students. How are you
today?
• Teacher asks • Lets open our lesson

the students to today by reciting
prayer Basmallah together
• Teacher checks
• Who is absent today?
students
attendance
• Teacher gives • What’s your favorite
stimulus to the 10 minutes food?
students
• Teacher tells • In our meeting today we
the goal of the will learn about
study procedure text. We will
learn the generic
structure, language
feature and also the
vocabularies in the text
• Teacher gives • Ok students…. Let’s start
motivation to our lesson today with full
the students of spirit and
Main Activities
Exploration
• Ok student’s. Let’s see

• Teacher show a
the text. What do you
procedure text
think about the text?
in front of the
class (by
sticking a text
in the
blackboard)
• Who want to read this
• Teacher ask one
text?. Ok, Please (the
of students to
name of student) come
read the text in
forward and read this
front of the
text.
class
• Teacher • Do you know why I give

stimulates the different color in this
students to find sentence? Can you
out the generic mention where the
structure of the ingredient is?
procedure text
• Teacher show • From the sentence in the
the language text, we can mention the
feature of the 50 minutes language feature of the
text text. The text using
temporal conjunction
(first, second, then, or
next). Can you find the
other language feature?
• Teacher points
• In imperative form of the
the action verbs
sentence, we will focus
in the text and
on action verb , such as
show the
(boil, stir, pour, and etc).
meaning
• Okay, I will pronounce

• Teacher
these words and please
pronounce the
repeat after me!
action verb and
asks the
students to
imitate her.
Elaboration
• The teacher • Okay… I will divide you
divides the into four group
students into 4
or 5 groups.
• Okay, I give you a text.
• The teacher
This is an procedure text
gives the text
for each groups
• The teacher
• Please, read the text
asks the teacher
carefully!
to read the text
• The teacher
• After read the text, please
asks the
analyze the action verb in
students make a
the text. And then make a
list of the action
list of the verbs. You will
verb in the text
make two column “ I
in the
know the word” and “I
don’t know the word”. If
you know the meaning of
the word , please write
the word in a column, “I
know the word ,”and also
give the meaning of
word. If you don’t know
the meaning of the word,
please write the word in
column “I don’t know
the word”.
• The teacher • Please start to make a

asked the Spidergram on your
students to paper!
make a
Spidergram
• The teacher • After that please write

asks the the word that you don’t
students to know the meaning in a
write the word circle form in the centre
that they don’t of paper!
know the
meaning in a
circle
• The teacher • Then, please find out
asks the some words which are
students to find suitable to follow and
out some words related to the word in the
which are circle !. For example:
suitable to Peel the potato, peel the
follow and onion. Please make it in
related to the form of Spidergram!
word in the
circle
• The teacher • Okay….Please, one of

asks the representative of each
representative group to come forward
of each groups and show your work
to show the result
result their
work
Confirmation
• Okay, now we are going

• Teacher give
to check the correctness
reviews by
of the task together. I
checking the
also will show the true
correctness of
vocabulary in the
the task and
Spidergram.
show the
Spidergram in
the blackboard
Post-activities
• Teacher and • Okay I will conclude our
students material today. We learn
conclude the about procedure text. We
lesson learn about the generic

structure and the
language feature of the
text. And don’t forget
that there are many
action verb in procedure
text that very important
to learn.
20 minutes
• Well…. I will give you a

• Teacher give a
test to check your
test
understanding about our
lesson today.
• Please improve your
• Teacher gives
English by studying at
motivation to
home
the students
• Okay….I think enough
• The teacher
closes the for our meeting today.
meeting Thank you for your nice
attention. Let’s close our
meeting today by reciting
hamdallah together.
Wassalamualaikum
wr.wb
H. Sources:
English on Sky 1 for Junior High School Students year VII,
(Jakarta: Erlangga, 2007), and Internet
I. Media
Paper, chalk, sticking media
J. Assessment
Form : Written test
Technique: Students are assigned to answer multiple choice
and matching picture
Aspect : Accuracy of answering the questions
K.
Kind of questions Aspects Score
Matching picture If the answer is 5

correct
If the answer is 0
wrong
Multiple choice If the answer is 5

correct
If the answer is 0
wrong
*If all multiple choice questions are correct the total score is
50
*If the matching picture questions are correct the total score is
50
Score =
Rembang, May 22, 2016

FIRST CICLE
Reflection Journal of Cycle 1
On May , 2016 I entered the Class of Seventh B to

teach. I started to greet the student with spirit. They responded
well my greeting, but some of them looked doubt and shy. I had
prepared a lesson plan for the day. I also prepared a

teaching media for them. I brought a big paper and I stamped the
paper on the blackboard. There was no LCD in this school. So, I
used paper as medium. The content of the paper was an
example of procedure text. The topic was about food. I taught a
procedure text. But, my focus was in vocabulary.
I asked some students to read the paper in front of the

class. But , some of them were still shy. Their voice was low.
Then I asked them to focus on vocabulary in the text, exactly on
action verb. I tried to ask the meaning of vocabularies. But,
Most of them were still confused. Then I helped them to show
the meaning. I tried to make them enjoy in learning. I practiced
the vocabulary with gesture. Then I asked them to imitate me.
They looked fun.
I wanted to make the students in this class be more

active. I divided them into some groups. Then I delivered a
white paper and an example of procedure text. I started to teach
vocabulary through Spidergram. Most of them looked
enthusiastic to do this activity. But, there were still some
students did not join this activity well. They did not pay
attention well to me. So, I asked them to be focus more. I tried
to ask their attention by saying “Hello” or “Hi”. Then I
explained the procedures of this activity. They paid attention to
me. I also asked them to ask question about this activity if they
did not understand well. There were some students asked me
about this activity. This was positive signal that they were
enthusiastic and be more active. But, There were some students
still unconfident to ask and respond questions. So, I had to give
them motivation to became more confident in the class. Then
they did the task to find out some suitable vocabularies form of
Spidergram. They accomplished the task well. They discuss
with their group well. They did all of the activities until finished.
The last the teacher and I evaluated the students score in

the first cycle. There was improvement compared to the result of
Pre cycle. The mean of score was 85,5. But, I less satisfied
because there was a student still get score under 70. It should be
increased again to make the research more successful.
LESSON PLAN OF CYCLE II
School : MTs Manba’ul Ilmin Nafi’
Subject : English
Class/Semester : VII/2
Theme : How to make things
Skill : Reading
Duration : 2 X 40 minutes
L. Standard of competence
understand the meaning of the short functional written text
and very simple short essay form of descriptive and
procedure relating to the immediate environment
M. Basic Competence:
3. Respond to the meaning and rhetoric steps accurately,
fluently and accepted in a very simple essay related to the
immediate environment in the form of procedure text
4. Read aloud a meaningful functional text and very simple
short essay form of procedure by pronunciation, stress and
intonation are acceptable.
N. Indicator:
7. Identifying the variety information in the procedure text
8. Identifying about vocabulary and grammar relating to the
procedure text that will be read
9. Mentioning the language feature of procedure text
10. Pronouncing words, phrases and sentences properly
11. Reading words, phrases and sentences with correct
intonation
12. Reading aloud the procedure text well and correctly
O. Learning aim
By the end of the lesson, the students are able to:
3. Pronounce words, phrase, and sentences correctly

4. Mention the variety vocabularies relating to the procedure
text.
P. Method: TPR, reading, and discussion
Q. Technique: Spidergram
R. Learning material
1. Definition of Procedure text
doing something. A procedural text is used to do or make
something. The social function of procedure text is to
describe how something is accomplished through a
sequence of action or steps.
2. Generic Structure:
• Goal
• Materials
• Steps
3. Language Feature:
d. Using Simple Present Tense and Using an imperative
form ( Prepare mushrooms, add some sugar, etc.)
e. Using temporal conjunction (connectives) : ( First,
firstly, second, secondly, then, after that … etc )
f. Use mainly of Material Processes
The material of the procedure text in this meeting is How to

make indomie fried noodle
How To Make Indomie Fried Noodle

MATERIALS :
- One pack of instant noodle
- Water
STEPS:
- First, boil two glasses of water in a pan.
- Then, open the package of Indomie fried noodles.
- While waiting for the water to boil, pour the
seasoning: chili sauce, soya sauce and oil into a bowl.
- After the water is boiled, drain the noodles.
- Next, throw away the water.
- Then, pour the noodles into the bowl.
- After that, mix the noodles with the seasoning,
sauce, and the other ingredients.
- Now, your noodles are ready.
4. Vocabularies:
Action Verbs:
a. Boil = merebus
b. Open = membuka
c. Pour = menuangkan
d. Drain = mengeringkan
e. Throw away = membuang
f. Mix = Mencampurkan
g. Grill = Memanggang
h. Add = Menambahkan
i. Heat = Memanaskan
j. Chop = mencincang/ memotong halus
H. Learning Activities
Activities Time Sample of Instruction
Pre- activities
• Teacher greets • Asssalamualaikum

students wr.wb. Good morning
students. How are you
today?
• Teacher asks • Lets open our lesson

the students to today by reciting
prayer Basmallah together
• Teacher
checks • Who is absent today?
students
attendance
• Teacher gives 10
stimulus to the minutes • What’s your favorite
students food?
• Teacher tells • In our meeting today we
the goal of the will learn about
study procedure text. We will
learn the generic
structure, language
feature and also the
vocabularies in the text
• Ok students…. Let’s
• Teacher gives start our lesson today
motivation to with full of spirit and
the students
Main
Activities
Exploration
• Ok student’s. Let’s see
• Teacher show the text. What do you
a procedure think about the text?
text in front of
the class (by
sticking a text
in the
blackboard) • Who want to read this
• Teacher ask text?. Ok, Please (the
one of students name of student) come
to read the text forward and read this
in front of the text.
class
• Teacher • Do you know why I
stimulates the give different color in
students to this sentence? Can you
find out the mention where the
generic ingredient is?
structure of the
procedure text
• From the sentence in the
• Teacher show text, we can mention the
the language language feature of the

text. The text using
feature of the
50 minutes temporal conjunction
text
(first, second, then, or
next). Can you find the
other language feature?
• In imperative form of
• Teacher points
the sentence, we will
the action
focus on action verb ,
verbs in the
such as (boil, stir, pour,
text and show
and etc).
the meaning
• Teacher • Okay, I will pronounce
pronounce the and practice these words
action verb with my gesture and
and practice please imitate me!
the action verb
with her body .
Then she asks
the students to
imitate her.
Elaboration
• The teacher • Okay… I will divide

divides the you into four group
students into 4
or 5 groups.
• Okay, I give you a text.
• The teacher
This is an procedure
gives the text
text
for each
groups
• The teacher
• Please, read the text
asks the
carefully!
teacher to read
the text
• Teacher asks • And then answer the
students to question below!
answer the
some
questions
related to the
text
• After that, please
• The teacher
analyze the action verb
asks the
in the text. And then
students make
make a list of the verbs.
a list of the
You will make two
action verb in
column “ I know the
the text in the
word” and “I don’t
know the word”. If you
know the meaning of
the word , please write
the word in a column, “I
know the word ,”and
also give the meaning of
word. If you don’t know
the meaning of the
word, please write the
word in column “I don’t
know the word”.
• The teacher • Please start to make a
asks the Spidergram on your
students to paper!
make a
Spidergram
• After that please write
• The teacher
the word that you don’t
asks the
know the meaning in a
students to
circle form in the centre
write the word
of paper!
that they don’t
know the
meaning in a
circle
• The teacher • Then, please find out
asks the some words which are
students to suitable to follow and
find out some related to the word in
words which the circle!. For example:
are suitable to Peel the potato, peel
follow and the onion. Please make
related to the it in form of
word in the Spidergram!
cilcle
• Okay….Please, one of
• The teacher representative of each
asks the group to come forward
representative and show your work
of each groups result
to show the
result their
work
Confirmation • Okay, now we are going

to check the correctness
• Teacher give
of the task together. I
reviews by
also will show the true
checking the
vocabularies in your
correctness
Spidergram!
and show the
suitable
vocabularies
form of
Spidergram in
the blackboard
• Okay I will conclude

Post-activities our material today. We
learn about procedure
• Teacher and
text. We learn about the
students
generic structure and the
conclude the
language feature of the
lesson
text. And don’t forget
that there are many
action verb in procedure
text that very important
to learn.
• Well…. I will give you

a test to check your
• Teacher give a understanding about our
20 minutes
test lesson today.
• Please improve your

English by studying at
• Teacher gives home
motivation to • Okay….I think enough
the students for our meeting today.
• The teacher Thank you for your nice
closes the attention. Let’s close
meeting our meeting today by
reciting hamdallah
together.
Wassalamualaikum
wr.wb
S. Sources:
English on Sky 1 for Junior High School Students year VII,
(Jakarta: Erlangga, 2007), and Internet
T. Media
Paper, chalk, sticking media
U. Assessment
Form : Written test
Technique: Students are assigned to answer multiple choice
and matching picture
Aspect : Accuracy of answering the questions
V.
Kind of questions Aspects Score
Matching picture If the answer is 5

correct
If the answer is 0
wrong
Multiple choice If the answer is 5

correct
If the answer is 0
wrong
*If all multiple choice questions are correct the total score is
50
*If the matching picture questions are correct the total score is
50
Score =
SECOND CYCLE
Reflection Journal of Second Cycle
On May , 2016 I entered the Class of Seventh B to

teach. The activity is the same as the first cycle. I greeted the
students in the class to open the lesson. In the second cycle their
respond is better than the first cycle. They responded my
greeting together and full of spirit. Then I showed a procedure
text in a large paper with different title but the topic was still
same as the first cycle. They were more confident to read
vocabulary in the text. Then I asked them the meaning of some
vocabularies in the text. Some of them became more confident
to ask. They asked some vocabularies that they didn’t know the
meaning.
After that I continued the activity to teach vocabulary

through Spidergram. I divided them into some groups. They
joined their group well . I delivered a procedure text in a piece
of paper. I asked them to focus on action word in the text. I had
made bold the action verb in the procedure text. I asked them to
look for the difficult word from the text, especially action verb.
Then they had to looked for some words which are sutable to
follow and related to the word in the circle. I allowed them to
open dictionary. They looked enthusiastic to join this activity.
They paid attention better than at the first cycle. They paid
attention to my explanation related to the activity. They
discussed and did the activity well. They accomplished the task
well.
The result score of second cycle was better than the first
cycle. There was improvement from first cycle to second cycle.
In the first cycle, the mean of score was 85,88, and the mean of
score in second cycle was 88,82. The result in the second cycle
made me satisfied.
CURRICULUM VITAE
A. Personal Details
Name : Jannatun Naimah
Place and date of birth : Rembang, June , 1993
Original address : Ds. Gunung Mulyo RT/RW 007/002,

Kec. Sarang, Kab. Rembang
Dormitory address: Perum. Bukit Beringin Lestari, Blok C-12,

RT/RW 10/14, Kel. Wonosari, Kec. Ngaliyan, Semarang.
E-mail: naimahgemini@gmail.com
B. Educational Background
1. MI Khoirul Huda
2. MTs N Lasem
3. SMAN 1 Lasem
4. Student of Education and Teacher Training Faculty in
Walisongo State Islamic University
Semarang, May , 2017
Jannatun Naimah
NIM. 123411056

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ENRICHING STUDENTS’ VOCABULARY IN

PROCEDURE TEXT THROUGH SPIDERGRAM

Submitted in Partial Fulfillment of the Requirement for Gaining the

EDUCATION AND TEACHER TRAINING FACULTY

Title : Enriching Students’ Vocabulary in Procedure Text through

(quotes: Mahatma Gandhi)2

“There is nothing lost or wasted in your strives”

This thesis is dedicated to:

Alhamdulillah, the researcher would like to thank to Allah SWT for

1. The Dean of Education and Teacher Training Faculty, Dr. H. Raharjo,

Semarang, May 19th , 2017

THESIS STATEMENT ……………………………………. ii

LIST OF APPENDICES………………………………….... xiii

A. Background of the Study……………… 1

C. Objectives of the Research…………… 6

4. Material and Procedure......................... 26

CHAPTER III: RESEARCH METHOD

B. Place and Time of Research………… …… 33

C. The Subject and Collaborator of the Study.. 34

D. Procedure of the Research………………… 34

E. Technique of Collecting data…………….. 38

CHAPTER IV: RESEARCH FINDING AND DISCUSSION

A. Description of the Data………………….... 45

B. The Analysis of the Result……………….. 56

C. The Analysis of Whole Cycle………......... 65

CHAPTER V: CONCLUSION AND SUGGESTION

1. Students’ Name of VII B

3. Students’ Score of VII B

5. Lesson Plan of Pre-cycle

8. Observation Checklist of Pre-cycle

9. Lesson Plan of Cycle I

10. Students’ Task of Cycle I

11. Worksheet of Cycle I

12. Documentation of Cycle I

13. Reflection Journal of Cycle I

14. Observation Checklist of Cycle I

15. Lesson Plan of Cycle II

16. Students’ Task of Cycle II

17. Worksheet of Cycle II

18. Documentation of Cycle II

19. Observation Checklist of Cycle II

20. Reflection Journal of Cycle II

A. Background of the Research

REVIEW OF RELATED LITERATURE AND HYPOTHESIS

In this chapter, the researcher discussed some theories related to the

http://eprints.uns.ac.id/2345/1/208291111201108431.pdf. Acessed on June 25, 2017 at

From some definition above, the researcher concludes that

In addition, according to Celce and Olshtain, there are two

a. Words that refer to a person, a place or a thing that we

Incidental learning as the type of learning that is a by

In fact, after one study with French learners in the

Acessed on June 25, 2017 at 20.00. PM.

Procedure text is piece of text that gives us instruction for

The generic structure of procedure text consist of goal,

4. Material and Procedure

. . . . . . ... ..... .. .mmjj

The teacher asks a representative of each group to present their

According to Arikunto stated that there are four steps process in

Reflecting Cycle-I Acting

Figure 1. Action Research Cycle

B. Place and Time of Research

C. The Subject and Collaborator of the Study

Observation was used to monitor the students’ activities